Seeking the source: The effect of personality and previous experiences on university students’ L2 willingness to communicate

Freiermuth, Mark R.; Ito, Michiyo F.

doi:10.1016/j.lmot.2020.101640

Cited by 27 publications

(24 citation statements)

References 36 publications

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“…There is incredible complexity affecting the signature dynamics of WTC changes moment-to-moment. Interrogating the sources WTC in the context of CDST reveals a rich set of processes underlying the intention to speak (Freiermuth & Ito, 2020). However, as rich as this data is, there is more yet to be seen by applying these ideas to other tasks, in other situations, with other languages, and more learners.…”

Section: Discussionmentioning

confidence: 85%

“…The research gap addressed by this study concerns the need to account for the interacting influences of learners' past experience on WTC in a specific situation, in real time (Freiermuth & Ito, 2020;MacIntyre, 2020). The three focal individuals' WTC ratings show that emotions and communicative intentions -the reasons why a person is talking -influence the trajectory of the signature dynamics within a specific instance of a communication event.…”

Section: Discussionmentioning

confidence: 94%

“…The study addresses two gaps in the literature. First, Freiermuth and Ito (2020) argue strongly for greater consideration of how learners' specific '. .…”

Section: Introductionmentioning

confidence: 99%

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Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC

MacIntyre

Wang

2021

Language Teaching Research

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Willingness to communicate (WTC) reflects an intersection between instructed second language acquisition and learner psychology. WTC results from the coordinated interaction among complex processes that prepare second language (L2) learners to choose to use their L2 for authentic communication. Prior research has revealed considerable complexity in the influences on dynamic changes in WTC from moment-to-moment. The heuristic ‘pyramid model’ of WTC (MacIntyre et al., 1998) proposes interactions among approximately 30 different variables that may influence WTC. The present study uses the pyramid model to interpret data from three focal participants, all English as a second language (ESL) learners and international students in Canada, with varying degrees of experience in an English-speaking context. Using the idiodynamic method, all participants were recorded while describing a self-selected, personally meaningful photo. Second, participants rated their WTC in English using software that played a recording of their speech and collected continuous WTC ratings. Finally, participants were interviewed about their WTC ratings. Triangulating the data revealed how processes on multiple timescales interact during L2 communication about the photos. WTC changes as speakers’ motivations and emotions are influenced by the deep, personal relevance of the topics under discussion. Pedagogical implications for the results of this study and the use of the idiodynamic method in L2 classrooms are discussed.

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Section: Discussionmentioning

confidence: 85%

Section: Discussionmentioning

confidence: 94%

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Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC

MacIntyre

Wang

2021

Language Teaching Research

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“…Other empirical studies also indicated that lower levels of linguistic proficiency could restrain students from risking to speak the L2 in class (Liu & Jackson, 2008). However, the same finding seems to be in contrast to what Freiermuth and Ito (2020) found in the context of Japan. In their study, individual personalities such as extraversion and openness to experiences were found to compensate for L2 competency weaknesses and all of these constructs in tandem contributed to higher levels of L2 WTC.…”

Section: Linguistic Factorsmentioning

confidence: 89%

“…In a more recent study, attempting to examine the effect of personality and past experience on university students' L2 WTC, Freiermuth and Ito (2020) interviewed eight female Japanese students using a semi-structured interview framework. Their findings revealed that participants with high L2 WTC viewed themselves as future L2 users rather than mere consumers and were stimulated through integrative motivation with their fellow students and teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

A Case Study on Willingness to Communicate in English in the Iranian Tertiary Educational Context

Alimorad¹,

Farahmand²

2021

TEFLIN

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Willingness to communicate (WTC) in English is specifically important because L2 (foreign/second language) communication is considered to be a key factor in L2 learning. When the opportunity to speak English arises, there are generally two options: speaking or avoiding it. Several factors might exert influence on the choice of either option by different individuals. In this vein, the current study investigated the underlying factors that lead to (un)willingness on the part of Iranian EFL (English as a Foreign Language) tertiary students. Through a purposive sampling procedure, this classroom-based case study recruited and examined 10 EFL learners in Iran over a period of three weeks. Data were collected employing semi-structured interviews, classroom observations and stimulated-recall interviews. Thematic analysis was performed to identify common themes from the participating students’ ideas. Results reveal that participants’ L2 WTC emerges as a result of the complex, dynamic and non-linear interaction between individual, contextual, and linguistic factors. These three factors interdependently exerted either facilitative or inhibitive impacts on an individual student’s WTC in class at any point in time. The current study, therefore, reinforces the need for teachers to be aware of the multiple factors which lead learners to be more or less willing to communicate in L2 classrooms.

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Influence of CLIL with MOOCs on Japanese EFL students' L2 willingness to communicate and international posture

Yamaoka

2024

TESOL Journal

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This study investigates whether Japanese university students' motivation to communicate in English was enhanced through the application of content and language integrated learning (CLIL) practices. Fifty‐three non–English majors took a CLIL English class that utilized massive open online course (MOOC) content for a semester. They gave presentations on the MOOC of their choice after watching lectures for a certain period. A questionnaire on second‐language (L2) willingness to communicate (WTC) and international posture was administered three times throughout the semester. Analysis of variance showed significant effects on the factor having things to communicate, whereas L2 WTC and other elements of international posture did not change significantly. A qualitative analysis of students' comments on classes indicated that allowing students to learn topics of interest to them and giving presentations boosted having things to communicate, intercultural approach‐avoidance tendency, and L2 WTC. Based on these results, the author discusses the importance of students' autonomy in learning topics and the necessity of longitudinal research and increasing opportunities for students to speak English in useful and authentic ways.

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Seeking the source: The effect of personality and previous experiences on university students’ L2 willingness to communicate

Cited by 27 publications

References 36 publications

Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC

Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC

A Case Study on Willingness to Communicate in English in the Iranian Tertiary Educational Context

Influence of CLIL with MOOCs on Japanese EFL students' L2 willingness to communicate and international posture

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