2016
DOI: 10.14746/ssllt.2016.6.4.5
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Dynamics of classroom WTC: Results of a semester study

Abstract: The fact that L2 willingness to communicate (WTC) can fluctuate over different time scales is no longer disputed as numerous studies have proved a dynamic rather than trait-like character of the concept (cf. MacIntyre & Legatto, 2011;MacIntyre, Burns, & Jessome, 2011;Mystkowska-Wiertelak & Pawlak, 2014). The changes in the intensity of L2 learners' readiness to engage in communication in the classroom context have been investigated in a number of studies attempting also to establish factors capable of stimulat… Show more

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Cited by 24 publications
(22 citation statements)
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“…However, only a handful of recent studies have employed this approach to study WTC (MacIntyre & Legatto, 2011;Mystkowska-Wiertelak, 2016;Mystkowska-Wiertelak & Pawlak, 2014;Pawlak & Mystkowska-Wiertelak, 2015;Pawlak et al, 2016). For a more in-depth understanding of WTC at its state level, more studies using a high density repeated measurement approach are required as a complement to cross-sectional surveys, and experimental studies.…”
Section: Discussion and Future Researchmentioning
confidence: 99%
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“…However, only a handful of recent studies have employed this approach to study WTC (MacIntyre & Legatto, 2011;Mystkowska-Wiertelak, 2016;Mystkowska-Wiertelak & Pawlak, 2014;Pawlak & Mystkowska-Wiertelak, 2015;Pawlak et al, 2016). For a more in-depth understanding of WTC at its state level, more studies using a high density repeated measurement approach are required as a complement to cross-sectional surveys, and experimental studies.…”
Section: Discussion and Future Researchmentioning
confidence: 99%
“…However, some students, especially those with lower language competence, tend to prefer dyadic activities (e.g., Cao, 2013;Mystkowska-Wiertelak, 2016), because the turn-taking in dyads is less competitive and makes students feel more obliged and less fearful; while others prefer whole-class activities because they believe that they can learn more through teacher-led activities than cooperative activities (e.g., Lee, 2009;Riasati, 2012;Zhong, 2013). Other than comparing dyadic, group, and whole-class activities, Mystkowska-Wiertelak and Pawlak (2014) went further by comparing monologue and dialogue tasks.…”
Section: Tasksmentioning
confidence: 99%
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“…By focussing on a group of twelve participants, Pawlak and colleagues found variability in state WTC both within the group and within the individual members over time. Mystkowska-Wiertelak (2016) took this a step further, looking at more long-term variability in state WTC (i.e. over one semester).…”
Section: High-density Repeated Measurement Approachmentioning
confidence: 99%
“…Based on the original WTC structure, several WTC scales have been developed to measure WTC in different contexts for example speaking and writing context (Weaver, 2005), classroom based research (Peng, 2013;Peng & Woodrow, 2010;Ryan, 2009;Mystkowska-Wiertelak, 2016), instructional models of WTC (Khatib & Nourzadeh, 2015) and intercultural WTC (Ulu, Weiwei & Yu, 2015). However, current WTC structure lacks 'listening' dimension of communication (Akdemir, 2016).…”
Section: Theoretical Backgroundmentioning
confidence: 99%