In-Class Willingness to Communicate in English Among Third Agers: Results of a Questionnaire Study

Borkowska, Anna

doi:10.1007/978-3-030-75726-7_5

Cited by 3 publications

(3 citation statements)

References 46 publications

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“…; What, according to you, inhibits in-class WTC in English?). Importantly, multiple choice options for these last two questions were adapted from the study conducted by Borkowska (2021a), where the participants identified the components of classroom instruction that were considered to foster in-class WTC, as well as the factors that were deemed to hinder WTC in English. Additionally, the questionnaire included two open-ended questions concerning the English teacher (What are your expectations when it comes to an English teacher?…”

Section: Research Instrument and Proceduresmentioning

confidence: 99%

FL learners in late adulthood: A report of seniors’ willingness to communicate in English in the classroom context

Borkowska

2023

10.14746/gl

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The article aims to examine older learners’ points of view concerning their in-class will- ingness to communicate (WTC) in English and to identify their expectations regarding an English teacher. The instrument was a questionnaire that comprised – among others – of questions referring to variables that could exert an impact on third-agers’ WTC in English in class. The factors which were used as options in the closed and open-ended questions in the study had been identified by the third agers as the ones that positively or negatively shaped their in-class WTC in an earlier piece of qualitative research (Borkowska 2021a). The data analysis revealed that the informants (63 older participants) reported an eagerness to communicate in English, and they perceived speaking with the teacher as the most motivating type of interaction. The most crucial components of language instruction that boosted older adults’ WTC was gentle error correction, a friendly atmosphere, and teacher support that seemed to have a positive effect on their lower self-esteem. Similarly, an empathetic and patient instructor could be of great help in diminishing seniors’ self-depreciating views. In contrast, negative teacher attributes (e.g., anxiety, criticism) could lead to inhibiting the older participants’ WTC and active involvement during English classes.

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Section: Research Instrument and Proceduresmentioning

confidence: 99%

FL learners in late adulthood: A report of seniors’ willingness to communicate in English in the classroom context

Borkowska

2023

10.14746/gl

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“…Therefore, it should be the basic goal of language instruction (MacIntyre et al, 1998). Previous research showed no discrepancy between out-of-class and in-class WTC (Borkowska, 2021). For example, MacIntyre et al ( 2001) examined four language skills from outside and inside classroom perspectives in the immersion context.…”

Section: Wtc Inside Classroommentioning

confidence: 99%

“…For example, MacIntyre et al ( 2001) examined four language skills from outside and inside classroom perspectives in the immersion context. However, the interactions in this study referred to "friends," "acquaintances," or "strangers" with no specific professions (Borkowska, 2021). For the first time, Weaver (2005) developed a questionnaire focusing on the activities occurring in a classroom context, such as doing a role-play and writing a paragraph.…”

Section: Wtc Inside Classroommentioning

confidence: 99%

Pakistani Teachers’ Views About Their Undergraduates’ Willingness to Communicate in English Inside the Classroom

Ubaid¹,

Ramanair²,

Rethinasamy³

et al. 2022

JSSH

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The main goal of modern second language (L2) pedagogy is to engender effective communication among its learners. Willingness to Communicate (WTC) has emerged as the most vibrant topic in L2 pedagogy, especially in the last two decades. A plethora of research on students’ views about their WTC has been conducted in a variety of contexts. However, research on teachers’ views about their students’ WTC in English is still in its infancy. Thus, this study investigated ESL teachers’ views about their undergraduates’ WTC in English inside the classroom. The cluster sampling technique was used to collect data from 80 ESL teachers from eight universities in Khyber Pakhtunkhwa province of Pakistan. The results revealed that the teachers viewed the undergraduates’ level of WTC as high in most classroom situations, such as during groups, during activities with the same and opposite gender, when given preparation time, seated in the middle of the class, and in front of the whole class. However, students showed a moderate level of WTC in situations such as sitting in front of the class and at the back of the class. A one-way ANOVA was performed to examine the differences between different classroom situations. The results showed significant differences in the teachers’ views about their students’ WTC in most classroom situations. Thus, the current study affirms that WTC is a dynamic variable that changes from situation to situation.

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Key Competence Choices of Students at a Science Festival in Turkey: A Preliminary Study

Kocagül

2024

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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This study focusses on ensuring quality education among other SDGs. The choice of competency area of participants in a local science festival that adopted European key competencies for lifelong learning as a theme and the effect of demographic and contextual variables on these choices were investigated. The survey method was used to make inferences about the participants' attitudes towards competency areas through their choices. Data were collected through the Participant Information Form. Descriptive statistics and chi-square independence tests were conducted in the SPSS-22 programme to analyse the data. The findings revealed that the students selected the area of competency in mathematics, science and technology the most and the area of digital competency the least. Furthermore, the choices of the competency area of the students differed according to their gender, education level, and socioeconomic level of the district in which they resided. It can be concluded that there are political, social, and economic reasons for the choices of the competency area of the students. In this context, it is recommended that educational policies include practices that promote all competence areas, the government incentives for competence development should be expanded and maintained, the technical infrastructure of socioeconomically disadvantaged schools should be strengthened, and appropriate learning environments should be created, both to ensure students' key competence development and to eliminate gender differences.

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In-Class Willingness to Communicate in English Among Third Agers: Results of a Questionnaire Study

Cited by 3 publications

References 46 publications

FL learners in late adulthood: A report of seniors’ willingness to communicate in English in the classroom context

FL learners in late adulthood: A report of seniors’ willingness to communicate in English in the classroom context

Pakistani Teachers’ Views About Their Undergraduates’ Willingness to Communicate in English Inside the Classroom

Key Competence Choices of Students at a Science Festival in Turkey: A Preliminary Study

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