Protecting and enhancing willingness to communicate with idiodynamic peer-peer strategy sharing

Ducker, Nathan

doi:10.1016/j.system.2021.102634

Cited by 14 publications

(10 citation statements)

References 35 publications

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“…The L2 WTC literature has in fact taken a new turn with the introduction of the complex dynamic systems theory (CDST) by Larson-Freeman and Cameron (2008). Influenced by the conceptualization of language learning as a dynamic system in which a variety of individual properties and situational variables interact with each other, and ultimately influence language learning (Larson-Freeman & Cameron, 2008), many studies have started to explore the rapid and moment-by-moment changes of L2 WTC to fully acquire a comprehensive blueprint of WTC in language learning (Ducker, 2021; MacIntyre, 2012; MacIntyre & Doucette, 2010; MacIntyre & Gregersen, 2021; Mystkowska-Wiertelack & Pawlak, 2016; Nematizadeh, 2021).…”

Section: Introductionmentioning

confidence: 99%

Willingness to Communicate and its High-Evidence Factors: A Meta-Analytic Structural Equation Modeling Approach

Jin

Lee

2022

Journal of Language and Social Psychology

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This study aimed to synthesize the structural relationships among willingness to communicate (WTC) and its high-evidence factors in second language (L2) learning contexts by adopting meta-analytic structural equation modeling (MASEM). The MASEM approach is designed to construct a structural equation model (SEM) to explain correlations between variables by pooling correlation coefficients reported in previous literature. This study integrated 44 independent samples ( N = 12,094) and built a MASEM model to investigate the structural relations of WTC, its three high-evidence factors (learners’ perceived L2 competence, L2 motivation, and L2 anxiety), and frequency of learners’ L2 use. The results of meta-analysis successfully supported our proposed model of L2 WTC. Furthermore, among the three high-evidence factors, it was found that learners’ perceived L2 competence influenced L2 WTC the most. In addition, the results of the moderator analyses indicated that learners’ L2 proficiency and WTC contexts (inside vs. outside classrooms) significantly influenced the relationships between L2 WTC and its high-evidence factors. The implications of these results are discussed in further depth and detail.

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Section: Introductionmentioning

confidence: 99%

Willingness to Communicate and its High-Evidence Factors: A Meta-Analytic Structural Equation Modeling Approach

Jin

Lee

2022

Journal of Language and Social Psychology

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“…For example, Ducker (2020aDucker ( , 2022 described some of the restraining forces surrounding conver-sational maneuvers, such as learners' perceptions of turn-taking norms, including the belief that it is necessary to deliberately cede the floor or offer the floor to another speaker after briefly talking in order to have equal practice time (see Sacks et al, 1974, for an explanation of why this is wrong); lack of confidence in peers' perceived value of one's own talk; lack of time required to develop a coherent utterance; and poor timing when potential turn-taking junctures arise. Responding to the CDS nature of WTC, it may be useful to combine pedagogy focusing on conversational maneuvers with the talk facilitating strategies and visualization protocols described by Ducker (2021).…”

Section: Discussionmentioning

confidence: 99%

“…Idiodynamic video player. From Ducker (2021). [Colour figure can be viewed at wileyonlinelibrary.com]…”

Section: Literature Reviewmentioning

confidence: 99%

Schrödinger's turn: An interactional examination of willingness to communicate and talk in codependent and competitive group talk

Ducker

2024

The Modern Language Journal

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Language learners are often required to negotiate classroom participation in pair and group work; therefore, willingness to communicate (WTC) could be a key determiner of second language (L2) success. Classroom WTC is volatile and influenced by interlocutor‐related variables, such as reciprocal identities, group membership and atmosphere, and peer support; however, these antecedents are often studied from a psychological or ecological standpoint, in which learners’ cognitive and affective reactions to environmental factors are examined. These examinations rarely measure talk itself; however, it has been suggested that a key WTC factor is conversational behaviors. Talk and WTC arise in a communicative space negotiated between all interlocutors; therefore, this article positions conversational maneuvers, such as turn‐taking and floor sharing, as key determiners of WTC. Idiodynamic data from 16 English‐as‐a‐foreign‐language (EFL) classroom conversations showed that (a) dependent on learner reactions, conversational floortime could manifest codependent and competitive facets, (b) EFL learners’ WTC and participation was highly dependent on experienced English users’ facilitating maneuvers, and (c) more voluble EFL students took better advantage of the affordances their experienced counterparts provided than taciturn students. Given the ultimate goal of out‐of‐class WTC and L2 contact, the findings have important implications for training EFL learners in communicative maneuvers to control conversational floortime.

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“…These studies employ the idiodynamic method, which involves recording an episode of task communication, having participants repeatedly rate affective states on a per-second basis using computer software while watching their recorded performance, and conducting a stimulated recall with participants to elicit reasons for changes in ratings. While idiodynamic studies often measure conative variables, such as willingness to communicate (WTC) (e.g., MacIntyre and Legatto, 2011 ; Ducker, 2021 ), others have measured dynamic changes in emotions, such as anxiety ( Gregersen et al, 2014 ; Elahi Shirvan and Talebzadeh, 2018b ; MacIntyre, 2019 ; Macintyre and Gregersen, 2022 ), enjoyment ( Talebzadeh et al, 2020 ) or both anxiety and enjoyment ( Boudreau et al, 2018 ). These studies take a CDST perspective ( Larsen-Freeman and Cameron, 2008 ), demonstrating that emotions fluctuate during communication as learners attempt to cope with ongoing communication demands.…”

Section: Literature Reviewmentioning

confidence: 99%

“…First, as this research contains a small sample size and relies on learners’ imperfect ability to express complex thought-processes, results cannot be generalized. Although there is clear value in depicting individual participants’ experiences, there is certainly room for future idiodynamic studies to expand the number of participants to the extent that they might provide generalized findings (for a rare large-scale idiodynamic study, see Ducker, 2021 ). Second, learners’ anxiety and enjoyment ratings reflect their understanding of these terms, how they interpret their own feelings, and their competency in using the computer software.…”

Section: Conclusion Limitations and Pedagogical Implicationsmentioning

confidence: 99%

The relationship between anxiety, enjoyment, and breakdown fluency during second language speaking tasks: An idiodynamic investigation

Aubrey

2022

Front. Psychol.

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Research has found that levels of enjoyment and anxiety fluctuate on a moment-to-moment timescale during second language (L2) spoken task performances as learners attempt to cope with various communication challenges. For L2 speakers, surges in these emotions can limit or expand cognitive resources, affecting speech processing capability. However, at an intra-individual level, there is very little empirical evidence on how emotions and fluency are related during L2 spoken task performances. The present study uses the idiodynamic approach to examine the relationship between enjoyment, anxiety, and breakdown fluency (i.e., average length of pauses) during monolog tasks performed by university students who use English as an L2. After watching a video recording of their task performances, participants rated their anxiety and emotion levels on a per-second basis. Immediately after, they were interviewed about their attributions for fluctuations in their ratings. After segmenting task performances into 26 7-s segments of speech, per-person correlations revealed that (1) the (negative) relationship between anxiety and enjoyment varied from strong to very weak, and (2) the (positive) relationship between anxiety and breakdown fluency was much stronger than the (negative) relationship between enjoyment and breakdown fluency. Triangulation of anxiety and enjoyment ratings, stimulated recall interviews, and performance data led to the identification of four categories of factors that influenced the emotion-fluency relationship: task design factors (task structure, task topic), task implementation factors (pre-task planning, task time limits), cognitive-linguistic factors (momentary breakdowns in conceptualization and formulation speech processes), and achievement outcome factors (self-evaluations of appropriate and inappropriate language used).

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Protecting and enhancing willingness to communicate with idiodynamic peer-peer strategy sharing

Cited by 14 publications

References 35 publications

Willingness to Communicate and its High-Evidence Factors: A Meta-Analytic Structural Equation Modeling Approach

Willingness to Communicate and its High-Evidence Factors: A Meta-Analytic Structural Equation Modeling Approach

Schrödinger's turn: An interactional examination of willingness to communicate and talk in codependent and competitive group talk

The relationship between anxiety, enjoyment, and breakdown fluency during second language speaking tasks: An idiodynamic investigation

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