The Esl Teachers’ Willingness to Communicate in English

Lo, Yueh Yea

doi:10.17509/ijal.v7i3.9809

Cited by 3 publications

(5 citation statements)

References 13 publications

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“…Next study was from Lo (2018) who examined ESL Teachers' willingness to communicate in English. One of the aims of this study was to determine the effect of gender and school location on the willingness to communicate (WTC) in English among ESL teachers.…”

Section: Measuring Willingness To Communicatementioning

confidence: 99%

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Willingness to Communicate (Wtc) Among Tertiary English Education Students: A Survey Study

Mulyaningsih

Murtafi'ah²

2022

ELT Echo

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Most of the research under the topic of Willingness to Communicate (WTC) was mostly found in the context of speaking outside the classroom and in everyday communication. Therefore, the researchers conducted a study on WTC among English Education students which focused on the classroom context. This is a survey study which is quantitative in nature. This study used the instrument from Khatib and Nourzadeh (2014). To obtain the data, questionnaires were distributed to students majoring in the English Education department. 169 students were involved in this study. The data then were analyzed by using descriptive statistics from SPSS. The results revealed that overall, the biggest reason for students' willingness to communicate is learning responsibility (M=4.06) while the lowest reason is the context of using English (M=3.77). Specifically, students are willing to communicate in several circumstances, such as: 1) students are more likely to want to talk when in group work; 2) students were more willing to speak when they discussed English and Indonesian culture as a group; 3) students will be willing to speak when it involves personal experience; 4) students prefer to talk about films and series rather than talking about sports; 5) students were more willing to ask their classmates about the correct pronunciation of a word than to raise their hands to ask the teacher; and 6) students are more willing to talk to students sitting next to them before the lecturer enters class than to talk to students from other classes.

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Section: Measuring Willingness To Communicatementioning

confidence: 99%

“…in English about it. In this study, Lo (2018) has four research constructs including discussion in groups, interpersonal, public, and speaking in meetings. participation in this study through criteria and convenience sampling, as many as 250 ESL teachers from twenty-five schools.…”

Section: Measuring Willingness To Communicatementioning

confidence: 99%

Willingness to Communicate (Wtc) Among Tertiary English Education Students: A Survey Study

Mulyaningsih

Murtafi'ah²

2022

ELT Echo

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“…He also added that it was necessary to conduct more research on the fluctuation in WTC in English for teachers and students as well. The second study on teachers' WTC in English by Lo (2018) involved 250 Malaysian English teachers. Drawing on McCroskey and Baer's (1985) construct of WTC in English that includes talking in a group, personal traits, speaking in public, and using English in the classroom, Lo (2018) found that most participants' WTC in English were high in the professional settings rather than in public.…”

Section: Fluctuations In Willingness To Communicate Of An Efl Lecturer: An Observation Study In Indonesiamentioning

confidence: 99%

“…The second study on teachers' WTC in English by Lo (2018) involved 250 Malaysian English teachers. Drawing on McCroskey and Baer's (1985) construct of WTC in English that includes talking in a group, personal traits, speaking in public, and using English in the classroom, Lo (2018) found that most participants' WTC in English were high in the professional settings rather than in public. However, female participants tended to have higher WTC in public rather than the male ones.…”

Section: Fluctuations In Willingness To Communicate Of An Efl Lecturer: An Observation Study In Indonesiamentioning

confidence: 99%

Fluctuations in willingness to communicate of an EFL lecturer: An observation study in Indonesia

Putri

2021

EnJourMe

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Despite the growing number of research on Willingness to Communicate (WTC) in English students, research of teachers’ WTC in English is still scarce. At the same time, the fluctuations of WTC in English in authentic classroom interactions are still under research. This study aims to observe the fluctuations in WTC of the English lecturer in the Indonesian context. The data were collected through video recordings during an online classroom learning session where participants were teaching their students. The data were then transcribed, coded, and analyzed thematically by drawing from MacIntyre et al.’s (1998) Heuristic Model. From the results of the analysis, WTC fluctuations in English are divided into four factors: (1) modeling the use of English in the classroom, (2) the power of affirmation, (3) focusing on the message, and (4) showing language similarity. The implication of this study is also discussed. DOI: 10.26905/enjourme.v6i2.5983

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“…The pressing need for L2 teachers to be willing to communicate in English is not only evident in the CLIL context (Aiello et al, 2017) but also in the ESL setting, in which English is used as the primary means of communication in studying many subjects from primary through higher education (Fahim & Dhamotharan, 2016;Lo, 2018;Yousef et al, 2013). For instance, based on a survey of 250 Malaysian ESL teachers from 25 schools located in both urban and rural areas, Lo (2018) found that the rural ESL teachers' WTC in English was significantly lower than that of urban ESL teachers in group discussion, interpersonal communication, public speaking, and talking in meetings. In a similar vein, Fahim and Dhamotharan (2016) also surveyed Malaysian ESL teachers' WTC, but their investigation focus was on pre-service teachers rather than in-service teachers and they found that the pre-service teachers achieved only a moderate level of WTC in English before becoming in-service teachers.…”

Section: Teachers' Wtc In Englishmentioning

confidence: 99%

Toward an Instructional WTC-Mediated Model for L2 Classroom Interaction

Wang

Tseng

2020

SAGE Open

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This study examined the mediating roles of two forms of willingness to communicate (WTC) in the relationship between teachers’ attitudes toward classroom interaction and L2 classroom teaching behaviors. Classroom interaction is held to be pivotal in the acquisition of a second language, and the attitudes of L2 teachers toward it may play a critical role in determining their instructional willingness to integrate it into their teaching and the extent to which it features in their teaching behavior. However, few studies advance this line of research. To address the research gap on this issue, the purpose of this study is to establish an empirical model to examine the causal relationships between the attitudes of L2 teachers toward classroom interaction, their instructional willingness, and their teaching behavior. The empirical data consist of survey responses from 410 Taiwanese high school teachers of English. The structural equation modeling (SEM) results showed that both the general form and the instructional form of WTC significantly mediated the causal relationships between teachers’ attitudes toward classroom interaction and teachers’ L2 teaching behaviors. A multi-group analysis further showed that the two forms of WTC played a more salient mediating role in the practice of senior teachers, defined as those with more than 10 years of teaching experience, than in the practice of junior teachers, defined as those with 10 years or less teaching experience. The research and pedagogical implications are presented in light of the research findings.

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The Esl Teachers’ Willingness to Communicate in English

Cited by 3 publications

References 13 publications

Willingness to Communicate (Wtc) Among Tertiary English Education Students: A Survey Study

Willingness to Communicate (Wtc) Among Tertiary English Education Students: A Survey Study

Fluctuations in willingness to communicate of an EFL lecturer: An observation study in Indonesia

Toward an Instructional WTC-Mediated Model for L2 Classroom Interaction

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