Affective variables and willingness to communicate of EFL learners in in-class, out-of-class, and digital contexts

Lee, Ju Seong; Hsieh, Jun Chen

doi:10.1016/j.system.2019.03.002

Cited by 146 publications

(136 citation statements)

References 35 publications

Supporting

Mentioning

100

Contrasting

Order By: Relevance

“…To sum up, the teachers' problems with the students' background and interest in learning English in this study corroborate recent studies such as parents' lack of engagement in education (Ceka & Murati, 2016), parents' low involvement in children's English education, students' unwillingness to communicate (Lee & Hsieh, 2019;Riasati, 2018;Riasati & Rahimi, 2018), students' low motivation for learning EFL (Liu, 2020), and language barriers between mother tongue and English as a foreign language (Saneka & Witt, 2019;Souriyavongsa, Rany, Abidin, & Mei, 2013).…”

Section: Students' Interests and Ability In Englishsupporting

confidence: 87%

Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

Anwar

Ubaidillah

Sulistiyo

2020

JLE

View full text Add to dashboard Cite

Geared by the scant number of studies on EFL teachers’ classroom management in remote secondary schools in Indonesia, this study seeks to investigate teachers’ involvement in classroom management complexities and to what extent they deal with such predicaments. Data were collected through interviews with the teachers within three months and analyzed narratively. The findings suggest that they encountered multi-facet complexities such as (a) lacking learning facilities in terms of electricity supply, (b) students’ demotivation and inability to use English, and (c) teachers' dilemmas in applying the new curriculum. To deal with such quandaries, the teachers made use of (a) a teacher-centered approach, (b) group learning, (c) students’ row seating positions, and (d) non-integrated language skills learning. The implications of this study are discussed at the end of the paper.

show abstract

Section: Students' Interests and Ability In Englishsupporting

confidence: 87%

Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

Anwar

Ubaidillah

Sulistiyo

2020

JLE

View full text Add to dashboard Cite

show abstract

“…Lots of studies addressing WTC have been done in different countries. Some studies investigated the interrelationship of individual and situational variables that influence one's WTC by providing the hypothesized L2 WTC model (Yashima, 2002;Peng & Woodrow, 2010;Lee & Hsieh, 2019). Those studies revealed that some variables such as communication confidence, motivation, and classroom environment strongly affect ones' WTC.…”

Section: The Instructional Wtcmentioning

confidence: 99%

“…In this regard, their unwillingness is likely caused by several reasons such as the high level of language anxiety, the ineffective classroom environment, the low level of motivation, and etc. Moreover, there are still many aspects that may affect students' WTC in the classroom contexts such as communication confidence, teacher's reinforcement, classroom environment, motivation, learners' beliefs, and higher level of grit (Peng & Woodrow, 2010;Prasetyanto, et al, 2019;Lee & Hsieh, 2019). Hence, it is necessary for the teachers to give extra attention to a range of factors and sub-factors that probably affect students' willingness and unwillingness to engage in communication, to find the problems with respect to communication, and to deal with those problems.…”

Section: Introductionmentioning

confidence: 99%

Indonesian EFL Learners’ Willingness to Communicate in the Instructional Context

Amalia

Asib

Marmanto

2019

IJEFL

View full text Add to dashboard Cite

The principal goal of L2 education is to enhance learners’ willingness to communicate (WTC). Hence, this survey study was undertaken with the purpose of exploring Indonesian EFL learners’ WTC especially in a classroom context or the so-called Instructional WTC (IWTC) in order to know the conditions triggering their willingness and unwillingness to communicate using L2. This survey applied descriptive quantitative method where 100 EFL learners from three State Universities in Indonesia were involved as the respondents. The respondents are the English students of IAIN Curup Bengkulu, Universitas Sebelas Maret (UNS) Surakarta and Universitas Musamus Merauke Papua. Those universities represent three of five major islands in Indonesia. A questionnaire was distributed to the respondents in order to explore their WTC in six IWTC components comprising communicative self-confidence, integrative orientation, situational context of L2 use, topical enticement, learning responsibility, and off-instruction communication. The findings revealed that group size, classroom environment, students’ cohesiveness, familiarity to the topic, degree of topic preparation, classroom seating arrangement, gender, self-awareness, and familiarity with interlocutors were the factors that affected learners’ WTC. Further studies are highly recommended to deeply explore the teaching activities done by teachers by considering the influential factors of learners’ willingness and unwillingness to communicate as an effort to maximize their WTC.

show abstract

“…Although the aforementioned studies investigated L2 learners as opposed to L2 teachers, female participants reported possessing higher levels of self‐efficacy for self‐regulation and intrinsic motivation. However, with regard to L2 willingness to communicate (WTC), previous studies demonstrated that male participants had higher L2 WTC in‐class scores than females (Lee & Chen Hsieh, 2019). Whether or not these findings will hold for L2 teachers needs to be verified by future research.…”

Section: Discussionmentioning

confidence: 99%

Development and Initial Validation of the L2‐Teacher Grit Scale

et al. 2020

View full text Add to dashboard Cite

Grit—“perseverance and passion for long‐term goals” (Duckworth, Peterson, Matthews, & Kelly, 2007, p. 1087)—has attracted the attention of researchers in fields ranging from psychology to business to education (e.g., Robertson‐Kraft & Duckworth, 2014; Robins, 2019). Continuing the line of research that explores the domain specificity of grit (e.g., F. T. C. Schmidt, Fleckenstein, Retelsdorf, Eskreis‐Winkler, & Möller, 2017), this study introduces the L2‐Teacher Grit Scale (L2TGS) developed to measure grit specifically among English language teachers (N = 202). The results demonstrated, first, that the L2TGS possessed sufficient internal‐consistency reliability (ω = .77). A subsequent principal components analysis revealed a two‐component structure (POV = 50.87%), thus yielding evidence in favor of construct validity. A one‐tailed Pearson’s test for positive correlation between Duckworth and Quinn’s (2009) domain‐general Grit–S and L2TGS scores established concurrent validity of the new measure (rc = .84). Lastly, the L2TGS exhibited a stronger predictive validity, explaining approximately 21% of the variance in L2‐teacher retention‐related scores compared to the Grit–S, which was a statistically nonsignificant predictor accounting for 4% of the total variance. Of note, female teachers had higher levels of grit than male teachers. In sum, our findings indicate support for an occupation‐specific approach to grit.

show abstract

Affective variables and willingness to communicate of EFL learners in in-class, out-of-class, and digital contexts

Cited by 146 publications

References 35 publications

Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

Indonesian EFL Learners’ Willingness to Communicate in the Instructional Context

Development and Initial Validation of the L2‐Teacher Grit Scale

Contact Info

Product

Resources

About