Effect of communication variables, affective variables, and teacher immediacy on willingness to communicate of foreign language learners

Yu, Miao

doi:10.1080/17544750.2011.565678

Cited by 38 publications

(23 citation statements)

References 19 publications

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“…However, there is not enough support for the relationship between communication skills and people’s WTC. Kelly (1982, cited in Yu, 2009) found that the communication skills of self-identified reticent speakers were not different from those who are nonreticent. Therefore, a person’s perception of WTC is more significant in relation with WTC than the person’s actual skills.…”

Section: Perceived Communicative Competencementioning

confidence: 99%

Willingness to Communicate in English Among Iranian Non–English Major University Students

Ghonsooly

Khajavy

Asadpour

2012

Journal of Language and Social Psychology

133

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The purpose of the present study is to examine willingness to communicate in the second language (L2WTC) construct and its underlying variables among non–English major students in Iran. The study used WTC and socioeducational models for examining L2 communication and L2 learning. Descriptive statistics, Pearson correlation, and t test were used with a sample of 158 non–English major university students. An L2 communication model was also proposed and tested using structural equation modeling. The results showed that L2 self-confidence and attitudes toward international community were two predictors of L2WTC in Iranian context. The paths from motivation to L2WTC and openness to experience to L2 self confidence were not significant and thus were deleted. The model shows a good fit to the data, which indicates the potential for using the L2WTC construct for English as a foreign language context.

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Section: Perceived Communicative Competencementioning

confidence: 99%

Willingness to Communicate in English Among Iranian Non–English Major University Students

Ghonsooly

Khajavy

Asadpour

2012

Journal of Language and Social Psychology

133

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“…Besides the aforementioned remarks illustrating the importance of teacher verbal and non-verbal immediacy in general, several scholars (e.g., Yu, 2011;Roberts and Friedman, 2013;Sutiyatno, 2018;Violanti et al, 2018;Sheybani, 2019;Lee, 2020) have pointed to the pivotal role of teachers' immediate behaviors in English as a Foreign Language (EFL)/English as a Second Language (ESL) classrooms. Violanti et al (2018), for instance, explicated that language teachers' immediate behaviors play a crucial role in the EFL/ESL classrooms because these actions are capable of leading students toward more desirable outcomes.…”

Section: Introductionmentioning

confidence: 99%

Does Teacher Immediacy Affect Students? A Systematic Review of the Association Between Teacher Verbal and Non-verbal Immediacy and Student Motivation

Liu

2021

Front. Psychol.

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In instructional-learning contexts, the relationship between teacher verbal and non-verbal immediacy and student motivation has gained increasing attention. However, no systematic research has been done to review the empirical studies conducted on the impact of teacher immediacy on students' motivation. Hence, the aim of the present study was to systematically review the available literature on different types of teacher immediacy and student motivation. Some common databases were searched and 30 eligible manuscripts were identified. With regard to the key features of the included studies, the review's findings were categorized into different sections, namely “the measures of teacher immediacy employed,” “the measures of student motivation employed,” “designs,” and “educational contexts”. The main findings of the studies were also discussed. The reviewed studies pointed to positive associations between teacher immediacy and student motivation. Finally, limitations of the included studies are discussed and some practical directions for further research are offered, accordingly.

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“…A body of literature has identified several affective variables that may associate with second and foreign language learners' willingness to communicate, including L2 self-confidence (Lee & Lee, 2019;de Saint Léger & Storch, 2009; J. Peng & Woodrow, 2010), speaking anxiety (Lee, 2019;Lee & Lee, 2019;Macintyre & Legatto, 2011), motivation (Khajavy et al, 2016;Lee, 2019;Lee & Lee, 2019;MacIntyre et al, 2002;Yu, 2011), and grit (Lee & Lee, 2019). For example, Hashimoto (2002) investigated affective variables on the use of the second language in class.…”

Section: Affective Variables Influencing Students' Wtcmentioning

confidence: 99%

Affective variables contributing to Indonesian EFL students’ willingness to communicate within face-to-face and digital environments

Mulyono

Saskia

2021

Cogent Education

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Literature has suggested the role of affective variables such as selfconfidence, motivation, and anxiety in second and foreign language learners' willingness to communicate in conventional language learning classrooms. However, little has been explored regarding the association of such affective variables inside and outside the classroom and digital environment. To this end, the current study modified the affective variables and replicated the methodological procedure of Lee and Hsieh's study, who examined the relation between second language (L2) learner affective variables (i.e., self-confidence, anxiety, motivation, and grit) and their willingness to communicate in three different environments (i.e., in-class, outof-class, and digital environment). A convenience sample of 436 secondary school and university students participated in the study and completed a survey that was administered online. Many of the participants were female (N = 323) and male (N = 113) aged between 10-and 25-years old. Quantitative data analyses using correlational and multiple regression were performed using a statistics software. Findings of the study revealed that all three affective variables; self-confidence, speaking anxiety, and motivation, were significant predictors for Indonesian EFL students' WTC in both F2F (i.e., inside and outside classroom) and the digital environment. Students also were reported to have a higher level of WTC when participating in the digital communication than in F2F settings. The findings of the current study confirmed the earlier research on EFL students' WTC in F2F and digital ABOUT THE AUTHORS

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Effect of communication variables, affective variables, and teacher immediacy on willingness to communicate of foreign language learners

Cited by 38 publications

References 19 publications

Willingness to Communicate in English Among Iranian Non–English Major University Students

Willingness to Communicate in English Among Iranian Non–English Major University Students

Does Teacher Immediacy Affect Students? A Systematic Review of the Association Between Teacher Verbal and Non-verbal Immediacy and Student Motivation

Affective variables contributing to Indonesian EFL students’ willingness to communicate within face-to-face and digital environments

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