Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction

Cao, Yiqian; Philp, Jenefer

doi:10.1016/j.system.2006.05.002

Cited by 367 publications

(370 citation statements)

References 22 publications

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“…I prefer to learn new things from the teacher." Consistent with previous research (e.g., Cao & Philp, 2006;Ur, 1996), the results indicated that although students viewed pair and group work as an effective learning strategy that added diversity to the instructional tasks and helped more reserved students build confidence in speaking, more than half of them complained about the overuse of these tasks and were reluctant to frequently work with the same group members every session. This disproportionate use of pair and group work activities in ELT textbooks or in the classrooms could, in the long run, become even counterproductive in EFL contexts where, in many cases, learners from one linguistic background form the majority.…”

supporting

confidence: 87%

“…However, the success of implementing pair and group work activities as effective learning or teaching strategies depends on a number of factors such as learners' willingness to communicate in the target language (Cao & Philp, 2006) and motivation to participate in these tasks. In addition, what pushes individuals to achieve a goal may vary across different cultural groups or learners.…”

Section: Bakhtiar Naghdipourmentioning

confidence: 99%

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2017

The Journal of AsiaTEFL

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supporting

confidence: 87%

Section: Bakhtiar Naghdipourmentioning

confidence: 99%

Untitled

2017

The Journal of AsiaTEFL

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“…Such discrepancies could, in essence, be ascribed to disparate conceptions of the nature of WTC. That is, while some researchers take account of it as a global, enduring, personality-based orientation, which is not influenced by the presence or absence of anxiety in different communication contexts, others regard it as a situation-based/situational variable (see Cao, 2011;Cao & Philip, 2006).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Willingness to Communicate, Linguistic Self-confidence, and Language-use Anxiety: The Iranian EFL Context

Ghanbarpour

2016

TPLS

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Abstract-Functioning as a mediating factor between having communicative competence in the target language and putting this competence to use, willingness to communicate (WTC) has enjoyed scholars' attention in the field of second language acquisition (SLA). The present quantitative study examined the contribution of Iranian EFL learners' linguistic self-confidence in their proficiency and language-use anxiety to their WTC level as well as the possible impact of age and gender on learners' reported L2 WTC. 188 university students, who were randomly selected, filled in a questionnaire, and correlation analyses, one-way between-groups ANOVA, independent-samples t-test, and standard multiple regression were run to analyze the collected data. Results indicated that L2 self-confidence made a significant contribution to the prediction of L2 WTC. Moreover, it was found that learners' age and gender did not make a statistical difference to their WTC. The findings could inform debates on the theory and practice of WTC and feed into further pertinent research in second language pedagogy.Index Terms-willingness to communicate, language-use anxiety, linguistic self-confidence

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“…Among all these variables that make an individual's WTC susceptible to variation are: the sense of kinship between communicators, the register of discourse (the formality or informality of the situation), the degree of evaluation of the speaker, the topic of discussion, situational variables (MacIntyre et al, 1998), the group size in the classroom (Cao & Philp, 2006), sex and age (MacIntyre, Baker, Clément, & Donovan, 2002), culture (Barraclough, Christophel, & McCroskey, 1988) to name just a few. Moreover, WTC is not static.…”

Section: Willingness To Communicatementioning

confidence: 99%

The impact of teaching communication strategies on EFL learners’ Willingness to Communicate

Mesgarshahr

Abdollahzadeh

2014

SSLLT

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One of the pedagogical implications of the research on the Willingness to Communicate (WTC) might be to propose practical ways of making language learners more willing to communicate in the classroom. This study investigated the impact of teaching communication strategies (CSs) on Iranian EFL learners' WTC. To this end, 8 intact classes were included as the experimental and control groups. The control group underwent regular language instruction, while the experimental group received the treatment (i.e., communication strategy training). The self-report measurement of WTC (MacIntyre, Baker, Clément, & Conrad, 2001) was done before (pre-test) and after the treatment (post-test). The results of the independent-samples t test showed that the degree of WTC of the treatment group was significantly higher compared with that of the control group. It was concluded that teaching CSs helps learners become more willing to communicate in the classroom.

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Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction

Cited by 367 publications

References 22 publications

Untitled

Untitled

Willingness to Communicate, Linguistic Self-confidence, and Language-use Anxiety: The Iranian EFL Context

The impact of teaching communication strategies on EFL learners’ Willingness to Communicate

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