Exploring the influence of community volunteerism on adult L2 learners’ willingness to communicate

Reid, Kym Taylor; Trofimovich, Pavel

doi:10.1016/j.system.2018.02.002

Cited by 12 publications

(21 citation statements)

References 39 publications

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“…Teacher–student rapport is teachers’ responsibility to create an interesting and motivating learning environment. Creating a positive learning environment that learners feel comfortable has a significant impact on learners’ engagement and their wiliness to communicate ( Reid and Trofimovich, 2018 ). Many studies investigated the relationship among teacher immediacy, teacher–student rapport, and learners’ motivation, learners’ engagement, satisfaction, and their learning outcomes ( Hsu, 2010 ).…”

Section: Review Of Literaturementioning

confidence: 99%

“…In general, these behaviors are classified into two categories, verbal and non-verbal. But most researchers have focused on the non-verbal one ( Reid and Trofimovich, 2018 ). Many believe that teacher immediacy might improve EFL/ESL students’ willingness to communicate and, in consequence, might improve their language achievements.…”

Section: Introductionmentioning

confidence: 99%

“…According to Reid and Trofimovich (2018) , teacher–student rapport and teacher immediacy are a key part of successful teaching and learning. Obviously, EFL learners need their teachers’ support in every learning environment.…”

Section: Introductionmentioning

confidence: 99%

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The Predictability of Chinese English as a Foreign Language Students’ Willingness to Communicate Through Teachers’ Immediacy and Teacher–Student Rapport

Cai

2021

Front. Psychol.

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The teacher–learner relationship is not just a simple action and reaction on both sides of the relationship but a complete exchange that takes shape in the context of the factors that affect it. To understand the factors affecting this relationship, the present study investigated the predictability of Chinese English as a Foreign Language (EFL) students’ willingness to communicate (WTC) through teachers’ immediacy and teacher–student rapport. To conduct the study, 858 EFL students from Xinyang Normal University in Henan province of China were invited to participate in the study. To collect the required data, the researcher employed the Willingness to Communicate Questionnaire, Verbal and Nonverbal Immediacy Questionnaire, and Professor–Student Rapport Scale. Pearson product–moment correlation coefficient and structural equation modeling (SEM) were used to analyze the data. Results revealed that there was a strong positive relationship between teacher immediacy and teacher–student rapport and learners’ willingness to communicate. The findings also demonstrated that teachers’ immediacy and teacher–student rapport were positive predictors of learners’ willingness to communicate. The paper argues that teachers need to enhance their interpersonal relations with their students to make them willing to communicate in their classes.

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Section: Review Of Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Predictability of Chinese English as a Foreign Language Students’ Willingness to Communicate Through Teachers’ Immediacy and Teacher–Student Rapport

Cai

2021

Front. Psychol.

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“…It is suggested that the nature of the programme that encouraged learners to engage in authentic meaningful communication; which they did not have in their previous learning experiences, is beneficial in increasing their perceived competence and lowering their anxiety when using English. While Grant's study (2018) includes both in-class and out-of-class learning experiences as the treatment to foster L2 WTC, Reid and Trofimovich (2018) employed the out-of-class context as an intervention to increase WTC among adult ESL learners. They chose engagement in a kindergarten classroom as the treatment because they viewed it "to be more comfortable for adult learners to communicate using the target language as it is rich with images; learning is reinforced through songs, stories, and poetry; repetition of material is standard; and interlocutors are both patient and nonjudgmental" (Reid & Trofimovich, 2018: 74).…”

Section: Theme 3: Providing Opportunities For Authentic Use Of the Tamentioning

confidence: 99%

Facilitating L2 WTC: A review of past studies

Zulkepli¹,

Hussin²

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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Due to the pivotal role that interaction plays in SLA, the issue of willingness to communicate has drawn considerable attention among researchers in the field. Nonetheless, literature on WTC has been primarily theoretical; little has been done to find practical solutions to the problem that could actually help ESL practitioners in their daily classroom practice. In light of this, the current article is a review of past studies on how to foster WTC. It begins with providing some insights on how to facilitate L2 WTC gained from the identified studies. Next, based on the review, it is highlighted that the current research trend tends to focus on facilitating in-class WTC, with less attention given on out-of-class WTC. This might lead to a separation between in-class and out-ofclass learning. To address this issue, the article ends with a series of suggested activities which employs a multisystematic approach to learning (Akkerman & Eijck, 2011) and a critical conception of in-class learning resources (Wright, 2006). The series of activities allow learners to engage in rich interactional resources, both in and out-ofclass, as well as an opportunity to reflect on their experiences in relation to their WTC.

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“…Willingness to communicate (WTC) is a learner psychology (LP) construct with considerable theoretical and pedagogical relevance. On the one hand, researchers continue to examine second language (L2) WTC's relations with other LP constructs, such as personality, anxiety, motivation, and emotions (Dewaele, 2019;Elahi Shirvan et al, 2019;Peng, 2019;Reid & Trofimovich, 2018). On the other hand, based on a pedagogical concern related to silent learners in the classroom, research has explored the nature of classroom WTC and how it can be enhanced.…”

Section: Introductionmentioning

confidence: 99%

Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication

Sato

Lam²

2021

Language Teaching Research

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This classroom-based, quasi-experimental study explored the impact of metacognitive instruction designed to promote young learners’ (1) willingness to communicate (WTC), (2) participation in communicative activities, and (3) metacognitive knowledge of oral communication. Forty-four Grade 3 students (8–9 years old) from two intact classes participated in the study. The learners in Class A ( n = 23) engaged in a series of activities designed to increase their metacognition in relation to WTC, while Class B ( n = 21) served as the control. Three outcome measures were explored in the pre-post design: (1) WTC questionnaire; (2) second language (L2) production during group work; and (3) empty WTC pyramids that the participants drew before and after the intervention. In addition, post-intervention interviews were conducted to understand the learners’ metacognitive knowledge of oral communication. The results showed that the intervention did not have an observable impact on the learners’ WTC. However, their metacognitive knowledge of oral communication was heightened after the intervention. The behavioral data showed that the experimental participants produced the target language more and that group members started to share turns more evenly. The study concludes that metacognitive instruction can be a useful pedagogical tool to improve L2 learners’ metacognition as well as classroom participations patterns, even with young learners whose metacognition can be obscure or inaccurate.

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Exploring the influence of community volunteerism on adult L2 learners’ willingness to communicate

Cited by 12 publications

References 39 publications

The Predictability of Chinese English as a Foreign Language Students’ Willingness to Communicate Through Teachers’ Immediacy and Teacher–Student Rapport

The Predictability of Chinese English as a Foreign Language Students’ Willingness to Communicate Through Teachers’ Immediacy and Teacher–Student Rapport

Facilitating L2 WTC: A review of past studies

Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication

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