An examination of the dynamic feature of WTC through dyadic group interaction

Yu, Miao

doi:10.1016/j.system.2015.08.001

Cited by 20 publications

(19 citation statements)

References 28 publications

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“…The lack of correlation between observable communication and situated, moment‐to‐moment ratings of WTC reported by MacIntyre and Legatto (2011) mirrors the findings of an earlier study by Cao and Philp (2006), whereby self‐reported trait‐like measurements of eight overseas language school students’ WTC “indicated no clear correlations” (p. 485) with observable participation in pair work, group work, or whole‐class situations. Conversely, Yu's (2015) study of 58 Chinese university students found that correlation between a one‐time only, static measurement of WTC with a classroom WTC scale did predict the number of words and turns a learner took. These contradictory findings highlight an important limitation in many WTC studies, and thus understanding under what circumstances aroused WTC leads to communication is an important goal for teachers and researchers alike.…”

Section: Mind the Gapmentioning

confidence: 95%

“…These findings are in agreement with those of Peng and Woodrow (2010), who found that classroom environment is a key factor in WTC, and are further supported by those of de Saint Léger and Storch (2009), who described the negative effect of competitive and threatening classrooms on learners’ WTC. Similarly, Dörnyei (2002) described the co‐construction of task‐related motivation and Yu (2015) the co‐construction of task‐related WTC between interlocutors.…”

Section: Willingness To Communicate From a Complex Dynamic Systems Th...mentioning

confidence: 99%

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Bridging the Gap Between Willingness to Communicate and Learner Talk

Ducker

2022

The Modern Language Journal

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Willingness to communicate (WTC) is an important individual learner difference that can help account for varying rates of language‐learning success across individuals. As learner talk is considered to be a key pedagogical activity, instructors and researchers often strive to identify and manipulate key variables that will increase and arouse a learner's WTC and consequently lead to increased levels of learner talk. Conflicting studies have shown varying levels of correlation between ratings of WTC and learner talk. To investigate this phenomenon, this study used idiodynamic methodology to elicit moment‐to‐moment ratings of individuals’ classroom WTC, which were then compared to recorded instances of classroom learner talk. This data was used to answer 2 questions: (a) What is the relationship between situated moment‐to‐moment ratings of WTC and observable classroom communication? and (b) What factors impinge or enable the realization of learner talk from aroused situated WTC? The results showed little correlation between learner talk and WTC ratings with 4 groups of interrelated factors—(a) motivational forces, (b) listening‐related issues, (c) topic‐related issues, and (d) language production issues—impacting the WTC–talk relationship. These factors were organized into a hierarchical heuristic model of WTC–talk realization that has both research and pedagogical implications.

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Section: Mind the Gapmentioning

confidence: 95%

Section: Willingness To Communicate From a Complex Dynamic Systems Th...mentioning

confidence: 99%

Bridging the Gap Between Willingness to Communicate and Learner Talk

Ducker

2022

The Modern Language Journal

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“…These factors include proficiency level, anxiety, social context, confidence, affective dimensions, cognitive conditions, motivation and attitudes, gender, age and so forth (Cao & Philp, 2006;Pawlak & Mystkowska-Wiertelak, 2015). These studies project WTC not as a static but as a dynamic construct since the same person's WTC may vary and fluctuate under different conditions; this has been carefully documented and explored in other research underpinned by an ecological perspective on WTC (e.g., MacIntyre & Legatto, 2011;Mystkowska-Wiertelak & Pawlak, 2014;MacIntyre, Burns, & Jessome, 2011;Yu, 2015).…”

Section: Willingness To Communicate (Wtc)mentioning

confidence: 99%

Reticence and willingness to communicate (WTC) of East Asian language learners

Shao

Gao

2016

System

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In this virtual special issue editorial, we examine the claims put forward by studies con-cerning East Asian language learners' reticence and willingness to communicate ('WTC') published in System between 2000 and 2015. The selected articles have explored why and how language learners are willing to participate or choose to be reticent in classroom activities in a variety of contexts including Japan, Korea, Mainland China, Hong Kong, Macau, New Zealand, and Taiwan. The findings encourage language teachers to involve East Asian language learners in pedagogical activities as these learners are not culturally conditioned to be silent and passive. The selected articles also remind language teachers of the importance of managing various individual and contextual factors underlying these learners' willingness to communicate in classes. With this editorial, we invite our readers to react to the selected articles and help us deepen engagement with these issues so that we can promote language learners' classroom participation.

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“…However, this paper will focus on state WTC rather than on trait WTC because it would be important in the case of EMI classrooms to maximize the state WTC in a short-term intervention to prevent students from losing their learning opportunities in each class where new academic content is taught. From a global perspective, although previous research has primarily focused on the WTC's stable trait dispositions in the bottom layers, many recent studies globally have focused on WTC at the state level [23] [24] [25] [26] [27]. After systematically reviewing 35 research papers on state WTC, Zhang et al [19] proposed a framework combining the situational antecedents of WTC (Figure 2).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Preparation to Enhance Japanese University Students’ Participation in ELF Dyadic Discussions

Itsubo

Nakaya

Yamauchi

2022

International Journal of Learning Technologies and Learning Environments

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The recent trend of computer-assisted language learning (CALL) research expects second language learners to actively participate in conversations as global citizens. In this so-called ecological CALL environment, it is common to use English as Lingua Franca (ELF), but because the participants have different levels of language proficiency, it can be difficult for less proficient learners to fully participate in the conversation. A similar problem is pointed out in the field of English Medium Instruction (EMI). Willingness to Communicate (WTC) is a concept that can affect learners' participation in ELF conversations. This research focuses on state WTC and evaluates whether considering the topic content in their native language (i.e., Japanese) before ELF dyadic discussions results in increased utterances by local students. An experiment was conducted with 20 participants from a university in Japan, each of whom was paired with an international student. Participants were divided into two groups: the experimental group focused on the content of the topic in Japanese, while the control group studied English phrases and vocabulary before discussions. A subsequent t-test, calculation of effect size, and analysis of the participants' use of communication strategies implied that focusing on topic content in Japanese was to some extent, more effective.

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An examination of the dynamic feature of WTC through dyadic group interaction

Cited by 20 publications

References 28 publications

Bridging the Gap Between Willingness to Communicate and Learner Talk

Bridging the Gap Between Willingness to Communicate and Learner Talk

Reticence and willingness to communicate (WTC) of East Asian language learners

Effects of Preparation to Enhance Japanese University Students’ Participation in ELF Dyadic Discussions

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