The roles of multimodal pedagogic effects and classroom environment in willingness to communicate in English

Peng, Jian‐E

doi:10.1016/j.system.2019.04.006

Cited by 114 publications

(68 citation statements)

References 44 publications

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“…Moreover, giving an instant positive feedback to the learners (Pishghadam & Khajavy, 2014), offering postponed error correction (Zarrinabadi, 2014), behaving in friendly and helpful (Kang, 2005;Zarrinabadi, 2014), and selecting familiar and attractive topics for dialogue (Cao, 2014;Peng, 2019) are amid the measures that Chinese language teachers could employ to increase EFL learners' WTC. Last but not least, this study provides evidence research for exploring positive institutions into SLA research and thereby responding to the call for these attempts proposed by Li and Jiang (2017).…”

Section: Resultsmentioning

confidence: 99%

“…As an individual difference (ID) factor, WTC in English in the foreign or second language rated to boost L2 acquisition. It explicates the disparities in students' intention to communicate using an L2 and has been widely examined in recent years by numerous scholars (Cao, 2014; Khajavy, MacIntyre, & Barabadi, 2018; P. D. MacIntyre, 2007;Peng, 2019;Yu, 2015). In the context of pedagogy, the research into L2 WTC is of great importance based on it enables to interpret learners' promoting communication engagement and communicative psychology in the classroom.…”

Section: Background Of Wtc In Englishmentioning

confidence: 99%

“…As mentioned above, to date, few studies have examined the role of the classroom environment into L2 WTC research in EFL setting (Khajavy et al, 2016;Peng, 2019), and even if explored, very few of them have illuminated by Positive Psychology (PosPsy) perspective, let alone enlightened by both ecological paradigm and PosPsy concurrently.…”

Section: Problem Statementmentioning

confidence: 99%

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Relationship between Willingness to Communicate in English and Classroom Environment

Yin¹,

Senom²,

Peng³

2020

ujer

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Under a hybrid theoretical perspective involving positive psychology (PosPsy) and ecological paradigm, this research attempts to explore the interrelationship between classroom environment and willingness to communicate (WTC) in English among EFL (English as a foreign language) learners in the normal universities in Shandong province, China. A survey method is used engaging a questionnaire comprised of demographic information and items on classroom environment and L2 WTC. The statistical analysis was conducted based on 128 returned questionnaires. The findings confirmed that the EFL students in Shandong normal universities perceived themselves as having a high level of L2 WTC and classroom environment. What's more, a statistically significant positive relationship that is moderately strong between L2 WTC and classroom environment was found. Moreover, the multiple regression analysis identified that teacher support is the classroom environment dimension that is a statistically significant predictor of L2 WTC. The fitness indexes of the proposed structural model achieved the fitness required for Ratio Chisq/df (Chi-square/ Degrees of Freedom), CFI (Comparative Fit Index), and RMSEA (Root Mean Square of Error Approximation) at an acceptable level. Hence, the proposed structural model was established for this research.

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Section: Resultsmentioning

confidence: 99%

Section: Background Of Wtc In Englishmentioning

confidence: 99%

Section: Problem Statementmentioning

confidence: 99%

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Relationship between Willingness to Communicate in English and Classroom Environment

Yin¹,

Senom²,

Peng³

2020

ujer

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“…In a recent meta-analysis of WTC, motivation and anxiety were key predictors of WTC across 11 studies (Shirvan et al, 2019). Other researchers have also found that self-confidence (Khajavy et al, 2016) and communicative context (Cao & Philp, 2006;Peng, 2019) positively impact students' WTC. In language teaching contexts such as the EAP classroom, individual and situational factors combine to affect WTC (Cao, 2014;Chichon, 2019).…”

Section: Wtc In An L2mentioning

confidence: 91%

“…Participation in academic discourse requires WTC, and WTC has been found to predict students' final grades in an EAP course (Zhang et al, 2019). Aspects of academic classroom environments that have been demonstrated to positively influence English learners' WTC include supportive instructors, cohesive class cultures, and relevant tasks that promote students' interest and success (Khajavy et al, 2016;Peng, 2019;Peng & Woodrow, 2010). The creation of communicative tasks with a clear purpose and familiar content, and the assignment of predefined roles for class activities have also been shown to advance EAP students' WTC (Chichon, 2019).…”

Section: Communicative Context and Wtc In Eapmentioning

confidence: 99%

Increasing Students’ Willingness to Communicate: Drama-Based Approaches to Language Instruction in English for Academic Purposes Classes

Lee¹,

Abbott²,

Chen³

2020

TESL Canada

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A strong willingness to communicate (WTC) in a second language is associated with successful language learning. ESL learners with high levels of WTC will seek opportunities to interact in meaningful communication in English. Engagement in meaningful communication is necessary for language learning as it increases access to comprehensible input, promotes negotiation of meaning, and pushes the learner to produce accurate output. By enhancing instructors’ understanding of factors that impact students’ WTC (e.g., confidence, affect, motivation, and the context of communication), instructors may be better prepared to nurture their students’ WTC and expedite their English language acquisition. Because drama-based approaches (DBAs) for teaching English have been found to cultivate a safe learning environment and increase learners’ confidence, positive affect, and motivation, these approaches also have considerable potential to improve learners’ WTC. Although DBAs may be underutilized in English for academic purposes programs, they are particularly beneficial for students who are hesitant to participate in communicative classroom activities. We review literature on WTC and DBAs, and then incorporate key findings from the literature to guide the development of dramatized role-plays that can foster students’ WTC and lead to improvements in students’ linguistic and general academic skills. Une forte volonté de communiquer (VDC) dans une seconde langue est associée à un apprentissage réussi de la langue. Les apprenants d’ALS qui montrent de hauts niveaux de VDC vont rechercher des occasions d’interagir dans des communications utiles en anglais. L’implication dans une communication utile est nécessaire pour l’apprentissage des langues puisqu’elle augmente l’accès à un apport compréhensible, favorise la négociation du sens et pousse l’apprenant à fournir une production précise. En augmentant la compréhension des facteurs qui influencent la VDC des étudiants (par ex. la confiance, l’affect, la motivation et le contexte de la communication) chez les instructeurs, ceux-ci peuvent être mieux préparés pour entretenir la VDC de leurs étudiants et accélérer l’acquisition de l’anglais. On a trouvé que les approches basées sur le théâtre pour l’apprentissage de l’anglais étaient propices à l’entretien d’un environnement d’apprentissage sécurisant et augmentaient la confiance des apprenants, leur affect positif, ainsi que leur motivation et qu’elles présentent un potentiel considérable pour améliorer la VDC des apprenants. Bien que ces approches ne soient pas beaucoup utilisées dans les programmes de cours d’anglais académique, elles sont particulièrement bénéfiques chez les étudiants qui hésitent à participer aux activités de communication en classe. Nous examinons la recherche et l’approche basée sur le théâtre et incorporons les résultats-clés de la recherche pour guider le développement de jeux de rôles mis en scène qui peuvent favoriser la VDC et améliorer les compétences linguistiques et universitaires des étudiants.

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A multimodal translingual approach to study a young learner's willingness to communicate

Wong

2023

TESOL Journal

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Contrary to prevailing research on willingness to communicate (WTC) which treats spoken second language (L2) as the predominant indicator of WTC, this study examines a young English as a second language (ESL) learner's WTC expressed through multimodal means and her utilization of multimodal and multilingual resources for mediating WTC in translingual environments. Data were collected from videotaped ESL lessons and an interview. Adopting a multimodal conversation analysis (CA) approach, this cross‐disciplinary study analyzes the ESL novice's WTC expressions in two communicative settings: small‐group interactions in ESL class and a multilingual triad conversation in an interview. Findings reveal that (1) gestural WTC display can signify more than one's intention to enter discourse, (2) contrary to previous WTC studies, first language (L1) use can indicate L2 WTC, and (3) the learner used diverse semiotic resources to mediate WTC and sustain discursive engagement. Implications are discussed with respect to the findings. This study extends the understanding of WTC beyond spoken L2 expressions, emphasizing embodied display and L1 use in the learner's communicative repertoire. Additionally, it sheds light on the learner's strategic use of multimodal resources to sustain engagement in translingual environments, contributing to the broader field of language education and multimodal analysis.

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The roles of multimodal pedagogic effects and classroom environment in willingness to communicate in English

Cited by 114 publications

References 44 publications

Relationship between Willingness to Communicate in English and Classroom Environment

Relationship between Willingness to Communicate in English and Classroom Environment

Increasing Students’ Willingness to Communicate: Drama-Based Approaches to Language Instruction in English for Academic Purposes Classes

A multimodal translingual approach to study a young learner's willingness to communicate

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