Factors influencing overseas learners’ Willingness to Communicate (WTC) on a pre-sessional programme at a UK university

Chichon, Jagon P.

doi:10.1016/j.jeap.2019.04.002

Cited by 14 publications

(20 citation statements)

References 32 publications

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“…Hence, unwillingness to communicate among Korean learners in this context seems to be triggered by an evaluation of a gap between their current language skills and expected language skills in formal contexts. This seems to corroborate the findings in the Chinese context which reported that the focus of the task and its complexity do have an influence on students' WTC (Chichon, 2019).…”

Section: Level Of Formality and Wtcsupporting

confidence: 90%

“…Because of their knowledge of the language context in the Philippines, the participants felt a great deal of sensitivity of their audience. As reported in previous studies, the interlocutor is another factor that influences WTC (Cao, 2011;Chichon, 2019;Kang, 2005;Pawlak & Mystkowska-Wiertelak, 2015;Wood, 2016).…”

Section: Intercultural Sensitivity and Wtcsupporting

confidence: 53%

“…In the Chinese learners' context, factors that contribute to WTC include linguistic factors, socio-cultural factors, self-efficacy, and learner beliefs (Zhong, 2013), language anxiety (Liu & Jackson, 2008), the topic, interlocutors, task focus, learners' proficiency and task complexity (Chichon, 2019), and learner beliefs, motivation, cognitive factors, linguistic factors, affective factors, and classroom environment (Peng, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

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(Un)Willingness to Communicate in English among Korean Study Abroad Students in the Philippines

Quinto

Ofalia

Bae

et al. 2019

JKMJC

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Internationalization has prompted schools to send out students in study-abroad programs. Many inbound international students come to the Philippines often to learn the English language at lower tuition costs, lower costs of living, and well-trained teachers. Among Koreans, many feel strongly motivated to learn English, yet many remain unwilling to communicate in real-life situations. The researchers explore the notion of (un)willingness to communicate among ten Korean EFL learners in study abroad programs in Manila. Findings from an indepth focus group discussion support previous studies within the Korean social context, in that the participants generally exhibit unwilling-tocommunicate tendencies. Three themes that explain this phenomenon were identified: communicative situation's level of formality, learners' intercultural sensitivity, and their subject matter anxiety. Both level of formality and subject matter anxiety support willingness to communicate (WTC) as a situationally-dependent construct. However, intercultural sensitivity seemed to be a mixture of intercultural complex (IC) and L1 audience sensitivity (L1AS) previously found among learners within the Korean school system. It could then be that, as a factor of WTC in a study abroad context, intercultural sensitivity involves a knowledge of 'Non-Korean world', i.e., the Filipino language learning context, and an intense awareness of the inequalities perceived between Koreans and their Non-Korean audience. Results may assist communication coaches, international programs staff, and language teachers in minimizing the 'generalized baggage' that Korean learners carry around and bring with them when communicating in a foreign language.

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Section: Level Of Formality and Wtcsupporting

confidence: 90%

Section: Intercultural Sensitivity and Wtcsupporting

confidence: 53%

Section: Literature Reviewmentioning

confidence: 99%

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(Un)Willingness to Communicate in English among Korean Study Abroad Students in the Philippines

Quinto

Ofalia

Bae

et al. 2019

JKMJC

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“…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). Given the relationships between these factors and WTC, the design and implementation of pedagogical activities that positively influence these individual and situational factors can promote EAP students' WTC and, in turn, foster their L2 communicative competence (Edwards & Roger, 2015;Zhang et al, 2019).…”

Section: Wtc In An L2mentioning

confidence: 99%

“…Feelings of emotional insecurity can contribute to shyness and withdrawal from communicating in EAP speaking tasks (Fallah, 2014;Girardelli et al, 2017;Hsu, 2015) such as responding to impromptu questions or expressing opinions on novel topics. Instructors may address this insecurity and increase students' willingness to communicate (WTC) in English by providing them with preparation and planning time, and opportunities to become familiar with the topics/contexts of the communication and to interact in a nonthreatening, supportive learning environment (Chichon, 2019;Keefe & Shi, 2017). The use of drama-based approaches (DBAs) in second language (L2) instruction has been found to enhance students' oral fluency (Araki & Raphael, 2018;Galante & Thomson, 2017), comprehensibility (Galante & Thomson, 2017), confidence and motivation (Araki & Raphael, 2018), and to reduce their anxiety (Carson, 2012;Galante, 2018).…”

mentioning

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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Commitment Issues: How Commitment to Learning Affects the Relationship Between Student’s English Language Proficiency and Academic Performance of Students in International Program

Robkit

2020

Advances in Intelligent Systems and Computing

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Factors influencing overseas learners’ Willingness to Communicate (WTC) on a pre-sessional programme at a UK university

Cited by 14 publications

References 32 publications

(Un)Willingness to Communicate in English among Korean Study Abroad Students in the Philippines

(Un)Willingness to Communicate in English among Korean Study Abroad Students in the Philippines

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

Commitment Issues: How Commitment to Learning Affects the Relationship Between Student’s English Language Proficiency and Academic Performance of Students in International Program

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