The Role of Nested Systems in EFL Students' Willingness to Communicate (WTC) and Engagement

Abstract

Language learning is a complex process with many intrapersonal and interpersonal processes which are nested within smaller systems, themselves. Willingness to communicate (WTC) and engagement of students are two of the many complicated, multifaceted, and dynamic variables in L2 learning that have mostly been explored via quantitative, correlational, and one-shot methodologies. However, such a research trend provided only a snapshot of variables of second language acquisition (SLA) nature and dynamism. Against this shortcoming, this study aims to present the conceptualizations, applications, and implications of complexity dynamic system theory for investigating L2 earner-psychology variables, especially WTC and engagement. In doing so, the definitions, dimensions, and key properties of the two constructs were explained. In the end, a series of research gaps, implications, and future directions are suggested for future researchers in this territory.

The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement

“…In light of this model, it can be argued that WTC and L2 learning are both of a multi-faceted nature and interact with different sub-systems [ 52 ]. Hence, teachers’ immediacy behaviors and students’ level of involvement in the class may determine their willingness or unwillingness to speak English.…”

Revisiting Research on Positive Psychology in Second and Foreign Language Education: Trends and Directions

“…The proponents of this trend argue that many of the factors and constructs involved in PP and language learning are complicated and non-linear; hence, they call for new theories to interpret emotions and affect (MacIntyre et al, 2020;Mousavian Rad, 2021). One of the most recent studies in this domain was conducted by Gu and Sun (2021), who contended the role of nested systems in developing EFL students' willingness to communicate (WTC) and engagement in classroom activities. Likewise, Kern et al (2020) supported the use of Systems Informed Positive Psychology (SIPP) by defending the injection of various principles, concepts, methodologies, and practices from the systems sciences into PP discourse to enhance human functionality.…”

A Theoretical Review on the Impact of EFL/ESL Students’ Self-Sabotaging Behaviors on Their Self-Esteem and Academic Engagement

“…With the rise of educational psychology and positive psychology, teachers and practitioners paid special attention to students’ classroom engagement as a vital element to produce academic success in various aspects ( Gu and Sun, 2021 ; Zhang, 2021 ). As simply put by Skinner and Pitzer (2012) , the notion of student engagement has to do with students’ amount and duration of classroom involvement in the given activities.…”

“…Student engagement as a positive variable flourished by PP proponents has been scrutinized in different contexts. Scientific findings have pinpointed that it is positively correlated with effective learning, persistence, retention, motivation, resilience, ambiguity tolerance, agency, willingness to communicate (WTC), and learning perception ( Wimpenny and Savin-Baden, 2013 ; Radmehr and Karami, 2019 ; Dao and Sato, 2021 ; Gu and Sun, 2021 ; Hiver et al, 2021 ; Wind, 2021 ; Zhang, 2021 ). Other than learning benefits, student engagement can meaningfully contribute to students’ socialization, life satisfaction, and psychological well-being ( Trowler and Trowler, 2010 ; Zepke, 2015 ).…”