Examining the Dynamic Relationships Between Willingness to Communicate, Anxiety and Enjoyment Using the Experience Sampling Method

Khajavy, Gholam Hassan; MacIntyre, Peter D.; Taherian, Tahereh; Ross, Jessica

doi:10.1007/978-3-030-67634-6_9

Cited by 19 publications

(9 citation statements)

References 42 publications

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“…Moreover, through creating active approaches to peers and teachers, positive emotions such as CE can also diminish the effect of negative emotions that act as hindering factors in relation to L2 WTC (Dewaele & Alfawzan, 2018). These findings are in line with those of the prior studies that investigated the possible link between positive emotions and L2 WTC (Khajavy et al, 2018;Khajavy et al, 2021aKhajavy et al, , 2021bJiang & Dewaele, 2019;Peng, 2015).…”

Section: Ce and Wtcsupporting

confidence: 92%

“…Grit as a non-cognitive variable highlights the differences between students’ achievements with the same intellectual talent. Researchers have established that grittier students succeed in achieving higher scores (Khajavy et al, 2021a , 2021b ; Strayhorn, 2014 ), employ persistent effort during learning an L2 (Lake, 2013 ), and are more likely to experience positive classroom emotions (Wei et al, 2019 ). Since grit is not a fixed personality trait and can be counted as malleable and teachable, the importance of measuring and estimating grit is gaining unprecedented attention.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Grit is a positive internal variable that has not been studied sufficiently in relation to SLA and, of course, L2 WTC, as much as other internal variables such as motivation and language aptitude. Defined as "perseverance and passion for long-term goals" by Duckworth et al, ( 2007 , p. 1087), grit is believed to be a significant predictor of success and performance (Khajavy et al, 2021a , 2021b ). Grit can play a crucial role in the SLA since the process requires extended effort (Hakuta et al, 2000 ), perseverance, and patience (Alamer, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…Despite the fact that many language studies have investigated the connection between L2 WTC and positive variables (e.g., Dewaele, 2019 ; Dewaele & Pavelescu, 2021 ; Khajavy et al, 2021a , 2021b ; Lee, 2020 ; Lee & Lee, 2020 ), there is still a paucity of comparative research in this area, especially between EFL learners studying English at different educational institutions. This study investigates the relationship between grit and CE, and L2 WTC among EFL learners in private English language institutes and public schools students in Iran from a socio-educational perspective.…”

Section: Introductionmentioning

confidence: 99%

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EFL learners’ grit, classroom enjoyment and their willingness to communicate: Iranian public school versus private English language institute learners

Ebn-Abbasi

Nushi

2022

Asian. J. Second. Foreign. Lang. Educ.

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The pivotal role of communication in second language (L2) learning has triggered plethoric research to identify factors that may influence learners’ willingness to communicate (L2 WTC). However, there is a dearth of comparative research on L2 WTC, especially among EFL learners studying English at different educational institutions. To this end, the present study investigates the role of ‘grit’ and ‘classroom enjoyment’ (CE) in learners’ L2 WTC in two different educational settings of public schools and private language institutes. Grit includes two lower-order constructs, namely perseverance of effort (POE) and consistency of interest (COI), which were examined separately in this study. A total of 269 Iranian students from both public schools and private institutes completed an online survey. What was revealed from the data analysis through the Mann–Whitney u-test, Spearman’s rho, and multiple regression analysis is that private institute learners enjoyed higher levels of WTC compared to public school students. While POE and CE exerted a significant effect on L2 WTC in both educational settings, COI failed to do so. The findings of this study are discussed from a socio-educational perspective with regard to the difference between these two educational contexts.

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Section: Ce and Wtcsupporting

confidence: 92%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

EFL learners’ grit, classroom enjoyment and their willingness to communicate: Iranian public school versus private English language institute learners

Ebn-Abbasi

Nushi

2022

Asian. J. Second. Foreign. Lang. Educ.

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“…In other words, those people who exhibit PERMA are happier and therefore more successful people. In a similar vein, many studies (e.g., MacIntyre and Vincze, 2017;Dewaele and Alfawzan, 2018;Khajavy et al, 2018Khajavy et al, , 2021Ebn-Abbasi et al, 2022) found positive correlations between positive emotions, motivational constructs and willingness to communicate (WTC) which are considered as crucial factors in language learning.…”

Section: Review Of the Literature Positive Psychology And Permamentioning

confidence: 91%

Positive Psychology and SLA Revisited: Unearthing Positive Emotions in EFL Classrooms

2022

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Positive psychology focuses on the constructive effects of positive emotions on human behavior. Considering the recent plethoric research on positive emotions and SLA, this study pursues two important aims. The first aim is to find out whether there is any significant disparity between EFL teachers' and learners' views on an inventory of positive psychology in language learning (IPPLL) which was fostered by researchers. The second goal is to find out whether teachers' practices conform to their views on IPPLL and those expressed in the interview which was conducted with them. To this end, a 54-item questionnaire was developed and the revised questionnaire was administered to 385 learners. The results indicated that the teachers, in comparison with the learners, scored higher on all categories of the IPPLL. Moreover, unlike what they had expressed on the questionnaire and in the interview, the teachers did not capitalize on positive emotions as evinced in both teachers' practice and learners' experience with learning English. Implications of the findings for teacher education courses are presented.

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"At school, I feel interrogated": Differences in willingness to communicate in Iranian schools and private English institutes

Shirazizadeh,

Mirhosseini,

Jagiri

2024

System

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Examining the Dynamic Relationships Between Willingness to Communicate, Anxiety and Enjoyment Using the Experience Sampling Method

Cited by 19 publications

References 42 publications

EFL learners’ grit, classroom enjoyment and their willingness to communicate: Iranian public school versus private English language institute learners

EFL learners’ grit, classroom enjoyment and their willingness to communicate: Iranian public school versus private English language institute learners

Positive Psychology and SLA Revisited: Unearthing Positive Emotions in EFL Classrooms

"At school, I feel interrogated": Differences in willingness to communicate in Iranian schools and private English institutes

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