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Dissertations / Theses on the topic 'Willingness to communicate'

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Published: 4 June 2021

Last updated: 26 July 2025

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1

Rudberg, Josef. "Volition is Key : Self-Perceived Willingness to Communicate and Actual Willingness to Communicate among Swedish EFL Learners." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85233.

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It is generally assumed that in order to learn a language, learners need to master reading, writing, listening and speaking. However, merely possessing the skills and abilities to communicate is not sufficient; one must have the will to use the language. In order to formulate a model that can accurately describe the willingness to communicate, Mac-Intyre et al. (1998) formulated a model that attempts to do just this. The goal of this study is to verify the veracity of the Willingness to Communicate (WTC) model in terms of to what extent students’ self-reported WTC correlate with their actual W

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Edwards, Peter A. "Willingness to communicate among Korean learners of English." Thesis, University of Nottingham, 2006. http://eprints.nottingham.ac.uk/12676/.

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Many Koreans not only feel strongly motivated to study English but they also enthusiastically pursue learning the language, and yet when real contact situations arise in which English could be used, many Koreans remain unwilling to do so. Better understanding this phenomenon could benefit not only Koreans but also other groups of people who see great value in learning a language but undercut their own efforts by avoiding opportunities to use it. Through a series of interviews leading to a large quantitative study, this research investigates some underlying factors which influence Korean learne

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Bamfield, Vincent Mark. "Chinese tertiary students' willingness to communicate in English." Thesis, De Montfort University, 2014. http://hdl.handle.net/2086/10125.

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With the growing number of students from China who study abroad, many initially struggle to engage with native English speakers due to limited opportunities to develop oral English skills within their homeland (Gu and Maley, 2008). The reasons why Chinese students' may exhibit varied levels of motivation to engage with others when they study abroad is not well understood. This thesis has employed MacIntyre's "Willingness to Communicate" pyramid model (MacIntyre et al., 1998) as a theoretical model to underpin this study. An 18 month longitudinal study was carried out upon a group of 24 tertiar

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Vasseur, Raychel M. "Conceptualizing willingness to communicate during short-term study abroad." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6320.

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Part of the seemingly magical nature of study abroad programs is the imagined community of target language speakers that learners will be able to speak to and connect with, and whose culture they will be invited to join. Far too often, however, study abroad sojourners struggle to actually communicate in the second language (L2), therefore hindering their opportunities to connect with native speakers of the language. This phenomenon is especially salient in short-term study abroad programs where students may have little time for meaningful engagement in the complex activities of social, cultura

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Lu, Yu. "Willingness to communicate in intercultural interactions between Chinese and Americans." online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?1446916.

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Cetinkaya, Yesim Bektas. "Turkish college students' willingness to communicate in English as a foreign language." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133287531.

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7

Cao, Yiqian. "Understanding the notion of interdependence, and the dynamics of willingness to communicate." Thesis, University of Auckland, 2009. http://hdl.handle.net/2292/5584.

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Whole document restricted until 12/2010, see Access Instructions file below for details of how to access the print copy.<br>The current individual differences research in the field of second language acquisition (SLA) addresses the issue of the situated nature of individual difference (ID) factors. Willingness to communicate (WTC) is a relatively new ID variable in SLA (Dörnyei, 2005) and it is seen as both a facilitating factor of SLA and a non-linguistic outcome of the second language learning process (MacIntyre, 2007). Previous research into WTC primarily focused on its trait disposition as

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8

Combs, Marilyn J. "Willingness to communicate : an investigation of instrument applicability to authority target types." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722179.

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This purpose of this study was to examine the basic trait assumption of the Willingness to Communicate-Trait Form instrument (McCroskey & Richmond, 1985) in the university environment. McCroskey and Richmond's instrument contains only one target type. In order to test the trait assumption, an instrument was created to measure subjects' willingness to communicate with a different target type: university authority figures.The trait assumption posits that persons with a high level of willingness to communicate in one context or with one receiver type should also have a high level of willingness t

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Wattana, Sorada. "Talking while playing: the effects of computer games on interaction and willingness to communicate in English." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/9227.

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This thesis puts an emphasis on the use of gaming technology as a form of computer-assisted language learning (CALL) activity, investigating its effects on interaction and willingness to communicate (WTC) in the target language (TL) of Thai English as a foreign language (EFL) learners. The study, adopted the pseudo-empirical research design with a pre-test structure, was carried out with 30 third year undergraduate students enrolled in a course of English for Information Technology 1 at a university in Thailand. The study modified an existing commercial game to better meet specific objectives

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Saidi, Siti Bahirah. "Willingness to communicate in English among Malaysian undergraduates : an identity-based motivation perspective." Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/22546/.

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This thesis presents a mixed-methods study on Malaysian undergraduate students' willingness to communicate (WTC) in English on campus. WTC is now a significant issue in second language acquisition (SLA) field as creating willing second language (L2) communicators is regarded as a necessary component of successful L2 instruction. Thus, much research has been conducted to investigate WTC, especially in non-Western contexts, where the heuristic L2 WTC model (MacIntyre, Dörnyei, Clément, & Noels, 1998) has been complemented by various models that incorporate explicit cultural perspectives, such

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Shen, Xiang. "An Investigation of English Learners' Willingness to Communicate in a Linguistically Diverse Setting." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1408.

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AN ABSTRACT OF THE DISSERTATION OF Xiang Shen for the Doctor of Philosophy in Education degree with a concentration in Curriculum and Instruction, presented on December 12, 2016 at Southern Illinois University Carbondale. TITLE: AN INVESTIGATION OF ENGLISH LEARNERS’ WILLINGNESS TO COMMUNICATE IN A LINGUISTICALLY DIVERSE SETTING CO-MAJOR PROFESSORS: Dr. Grant Miller; Dr. Lavern Byfield Given the demographic shift in higher education in the United States, the student population is growing increasingly diverse. English learners’ (ELs’) willingness to communicate (WTC) is deemed as a key factor pr

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Weaver, Christopher Todd. "JAPANESE UNIVERSITY STUDENTS' WILLINGNESS TO USE ENGLISH WITH DIFFERENT INTERLOCUTORS." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/65448.

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CITE/Language Arts<br>Ed.D.<br>Willingness to communicate (WTC) arose out of the search for a construct to explain why some people are more likely to speak in a particular communication situation than others facing the same situation (MacIntyre, Dörnyei, Clément, & Noels, 1998). This study investigated the extent to which 1,789 Japanese university students' willingness to speak and write in English to a Japanese student, an international student, a Japanese teacher of English, and a foreign teacher of English varied inside an EFL classroom. Using the L2 WTC Questionnaire (Weaver, 2005), it was

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Shea, Andrea Misao. "Student perceptions of a mobile augmented reality game and willingness to communicate in Japanese." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619866.

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<p> Communication is a key component in learning a second language (L2). As important as the <i>ability</i> to communicate in the L2 is the <i> willingness</i> to use the L2 or, what has been identified in the literature as <i>Willingness to Communicate</i> (WTC). Language is best learned when situated in, and based on, real-life experiences. Technological tools such as virtual worlds, mobile devices, and augmented reality (AR) are increasingly used to take language learning outside of the classroom. The affordances (e.g., portability, engagement, context-sensitivity) of these tools may have a

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Hakala, M. (Mari). "Investigating the relationship of EFL learners’ willingness to communicate and learner Identity:a case study." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905031587.

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Abstract. Interaction and communication have received remarkable attention within SLA research in recent years. The sociocultural learning approach implemented in Finnish comprehensive schools through the national curriculum also emphasises interaction and communication as key concepts in all learning. Thus, this qualitative, empirical case study investigates what role van Lier’s Interaction Types (1988) have in EFL learners’ willingness to communicate (WTC) in the language of the lesson, as well as EFL learners’ WTC in relation to the learners’ identities. The latter will be studied applying

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Robson, Graham George. "A MODEL OF SITUATIONAL CONSTRUCTS ACCOUNTING FOR WILLINGNESS TO COMMUNICATE AT A JAPANESE UNIVERSITY." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/362956.

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Language Arts<br>Ed.D.<br>Many researchers have highlighted the need for students to have a willingness to communicate (WTC) in second and foreign language classrooms. WTC is important because it is believed that WTC leads to eventual communication both inside and outside the classroom. Previous research into WTC has centered mainly on the use of structural models and trait, self-reported measurements of WTC, but recent research has shown that WTC is also heavily dependent on the situation. However, very few studies recognize this and have, thus, not employed situational measurements of WTC. A

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Toftén, Margita. "Willingness to communicate in a second language. : The influence of students’ perceptions, contributions and attitudes." Thesis, Mid Sweden University, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-11261.

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<p>The aim of this study is two-fold. On the one hand, it aims to investigate language learners’ perceptions of themselves in four different fields: (i) their speaking abilities, (ii) their contributions to oral class activities (including both whole class and small group discussions), (iii) their attitudes towards these activities, and (iv) how such perceptions and attitudes influence their willingness to communicate in the L2. On the other, it is designed to allow comparison with the findings of a similar self-rating study performed recently by de Saint Léger & Storch (2009), all in order to

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Collaco, Christine M. "The importance of intercultural willingness-to-communicate in reducing ethnocentrism and behaviors associated with ethnocentrism." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/730.

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This study investigated the relationship between emotional intelligence, social intelligence, and intercultural willingness-to-communicate with ethnocentrism and intended behaviors associated with ethnocentrism. Data collected from a group administered survey of 497 undergraduates at a small private university and junior college in the western United States was used to test two proposed communication models. The results indicated that both emotional and social intelligence were strongly associated with ethnocentrism and intended behavior associated with ethnocentrism. More significant, however

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Watanabe, Michinobu. "Motivation, Self-determination, and Willingness to Communicate by English Learners at a Japanese High School." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/207090.

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CITE/Language Arts<br>Ed.D.<br>In this longitudinal study, I investigate changes in Japanese high school English learners' motivation over time, and whether the initial individual differences and the changes in those differences over time predict their final English achievement and overall academic achievement in high school. A questionnaire, which was developed by drawing on the Attitude/Motivation Test Battery (Gardner, 1985b), the self-determination-theory scale (e.g., Noels, Pelletier, Clément, & Vallerand, 2000), and the willingness-to-communicate scale (e.g., McCroskey, 1992), was admini

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Tekwa, Kizito. "Increasing Willingness and Opportunities to Communicate in a Foreign Language with Machine Translation and Instant Messaging." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37370.

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Advances in technology over the last few decades have led to significant changes in the way we communicate. Technological innovation has been one of the reasons for the development of computer-mediated communication (CMC), which has had far-reaching implications in the private and professional lives of many people. Instant messaging (IM), which is one form of computer-mediated communication, has significantly gained popularity over the years and many scholars have examined its influence in areas including business and academics. Initially developed to enhance communication between users who un

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Peng, Jian E. "Exploring willingness to communicate (WTC) in English in Chinese EFL university classrooms : a mixed method approach." Thesis, Faculty of Education and Social Work, 2009. http://hdl.handle.net/2123/16780.

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Hodis, Georgeta Mioara. "A longitudinal latent growth modeling perspective on communication apprehension, self-perceived communication competence, and willingness to communicate." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/dissertations/302.

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This dissertation proposed and operationalized a theoretically meaningful and practically useful conceptualization of change for three well known communication constructs, namely willingness to communicate (WTC), self-perceived communication competence (SPCC), and communication apprehension (CA). Specifically, this research found that students' WTC and SPCC scores increased linearly during the semester and their CA scores decreased linearly. In addition, results from this dissertation indicated that for all three constructs considerable differences among students existed with respect to both i

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Falk, Carolina. "Factors that Motivate Pupils in Grades 4-6 in Sweden to Speak English as a Foreign Language." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20775.

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This is an empirical study about factors that motivate pupils to speak English as a foreign language. The aim of this study is to investigate when pupils in the classroom situation, in Grades 4-6 in a school in Sweden, are motivated to speak English as a foreign language, and why they are motivated to speak English in these situations. To implement this study, questionnaires and interviews have been chosen as methods. 51 pupils in Grades 4-6 took part of the study. Since being able to communicate orally in a foreign language is of great advantage for one, and creates opportunities both for wor

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Elwood, James Andrew. "Enriching Structural Models of L2 Willingness to Communicate: The Role of Personality, Ego Permeability, and Perceived Distance." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/134212.

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CITE/Language Arts<br>Ph.D.<br>Willingness to communicate (WTC) in a second language (L2) is crucial to the development of communicative speaking skills. This study is a cross-sectional investigation of the role in models of second language (L2) willingness to communicate of three personality variables hitherto underresearched in the L2 field: extroversion, ego permeability (one's capacity to tolerate ambiguity), and perceived distance from one's core persona. A sample of 252 Japanese university students responded to a set of instruments used to measure individual difference variables and pers

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Gallagher, Hugh Colin. "In the loop : a social network approach to the willingness to communicate in the L2 (L2 WTC)." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12407/.

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Despite the conceptual importance of investigating the social context(s) in which second-language (L2) learning and use take place, the decade-old “social turn” within the field of second-language acquisition (SLA) has yet to produce a “parsimonious system of valid and generalizable parameters to describe contextual characteristics” (Dörnyei, 2009a, p. 238). Accordingly, investigating social network structure has recently been suggested as a general approach to examining the link between person and environment (Beckner, et al., 2009). In the current thesis, I offer a network approach in which

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Fager, Linn. "A qualitative study on students’ perceptions of (un)willingness to communicate in English as a foreign language." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-47021.

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This study aims at exploring (1) the circumstances under which some Swedish learners of English are likely to participate in conversations in the target language, and (2) how teachers in upper secondary school might increase these students' willingness to communicate (WTC) in English during lessons. Five students retaking the mandatory first course of English in Swedish upper secondary school volunteered for the study. The data were collected through semi-structured interviews, and the transcripts were analysed using qualitative content analysis. The results of the study showed that learners p

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Fushino, Kumiko. "Measuring Japanese University Students' Readiness for Second-language Group Work and Its Relation to Willingness to Communicate." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/6373.

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CITE/Language Arts<br>Ed.D.<br>This study was an investigation of students' Readiness for L2 Group Work and its relationship to Willingness to Communicate in L2 Group Work in a Japanese university. Readiness for L2 Group Work is defined as learners' self-perception of the degree to which they are prepared cognitively and affectively for L2 group work. It consists of Communication Confidence in L2 Group Work and Beliefs about L2 Group Work. Two versions of the same questionnaire were administered to approximately 750 students with two English proficiency levels in the Communication and the Lan

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Hodis, Georgeta M. "A longitudinal latent growth modeling perspective on communication apprehension, self-perceived communication competence, and willingness to communicate /." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1791777581&sid=5&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009.<br>"Department of Speech Communication." Keywords: Communication apprehension, Latent growth modeling, Self-perceived communication competence, Willingness to communicate, Communication competence. Includes bibliographical references (p. 209-230). Also available online.

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Sari, F. "An exploration of Indonesian EFL trainee teachers' beliefs and their teaching practice about facilitating learners' willingness to communicate (WTC)." Thesis, University of Exeter, 2019. http://hdl.handle.net/10871/36302.

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The main purpose of this research is to investigate the beliefs of trainee teachers regarding generating English language learners' Willingness to Communicate (WTC), the relationship between their beliefs and practice and the influence of teaching practicum to their beliefs. This study took place in the Indonesian context in which EFL trainee teachers' belief-practice relationships regarding learners' WTC is still an understudied domain. Thus, this study was designed to fill this gap in current research. Three Indonesian EFL trainee teachers participated in this study during their teaching pra

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Zhang, Jiayi. "The power of the situation : variability and stability in Chinese university students' willingness to communicate in English classrooms." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12781/.

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Willingness to communicate (WTC) used to be studied as a relatively stable, trait-like predisposition; however, recent attention has been shifted to more dynamic, state-like components of WTC, i.e. possible fluctuations in state WTC over time. This research investigates variability and stability in both trait and state WTC. It particularly focuses on within-person variability in state WTC, which may lead to stable between-person differences, and situational antecedents that can either promote or hinder state WTC in L2 classrooms. Published research on state WTC was systematically reviewed, and

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Yakovlev, Theresa J. "Intercultural communication at University of Wisconsin-Stevens Point : factors influencing domestic students' willingness to communicate with international students /." Link to full text, 2009. http://epapers.uwsp.edu/thesis/2009/Yakovlev.pdf.

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Thesis (M.A.)--University of Wisconsin--Stevens Point.<br>Submitted in partial fulfillment of the requirements for the degree Master of Arts in Communication, Division of Communication. Includes bibliographical references (leaves 82-85).

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Shaffer, Ashley Rose. "Understanding the Dynamic Nature of Willingness to Communicate in L2 Classroom Interaction and the Influence of L2 Investment." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/600269.

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Spanish<br>Ph.D.<br>In the context of language instruction and learning, L2 willingness to communicate (WTC) is a relevant factor in learners’ language use. It is viewed as a volitional process influenced by individual, social, linguistic, and situationally dependent factors. Foundational research focuses on either trait or state WTC-influencing factors as separate entities. Current research considers the dynamic relationship that occurs between the two though less research exists on how WTC manifests in classroom interaction. This study investigates such differences by examining learners’ sel

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Grasso, Giada Maria <1987&gt. "Language Anxiety. A study on communication apprehension and willingness to communicate in the older adult EFL learners' context." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/9661.

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This study investigates older adult learners’ language anxiety. The central belief that a persistent anxiety permeates language learning underpins the theoretical background for the subsequent analysis, which aims at discovering whether—and to what extent—communication apprehension and language anxiety affect adult language learning. Part I encompasses a literature review and will lead to the Part II, which will provide the reader with an empirical study I conducted on a set group of adult and senior EFL learners. Chapter 1 reviews the main theories on language anxiety, willingness to commu

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Nilsson, Emma. "Breaking down barriers : A qualitative study on willingness to communicate in EFL classrooms through perspectives from teachers in Sweden." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-53300.

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This study aims at exploring (1) EFL students’ willingness to communicate (WTC) from the perspectives of some English teachers in Swedish upper secondary schools, and (2) the same teachers’ reported strategies for dealing with their students’ WTC. Six teachers from five different upper secondary schools in Sweden, who all teach English in different programs, volunteered to participate in the study. The data were collected through semi-structured interviews, and the transcripts were analyzed using qualitative content analysis. The results of the study showed that teachers perceive both social a

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Svensson, Jennifer. "The influence of classmates on students' willingness to communicate in English : A study based on teacher and student views and experiences at a Swedish upper secondary school." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-50288.

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The syllabus for upper secondary school states that interaction and communication are important for students’ oral production skills development. Also, the contemporary view on learning is that people learn a language by using it. This study examines how students and a teacher experience the ways in which classmates influence each other’s willingness to speak English in the classroom, if they believe it affects their oral production skills development, and moreover whether they think that some sort of ability grouping could support oral production skills development. The study was carried out

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Johansson, Emelie. "Students' Motivation for Verbal Communication in the Classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34840.

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The purpose of this dissertation is to explore what underlying factors play into students´ motivation towards participating in verbal communication in the classroom. The first aim is to find out what the students themselves express and believe motivates them to learn spoken English, and the second aim is to find out what the students feel hinders them from engaging in verbal communication in the classroom. This qualitative study is based on questionnaires followed by group interviews with students who were selected as a result of the survey. The study was carried out at an upper secondary scho

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Munezane, Yoko. "A Structural Equation Model and Intervention Study of Individual Differences, Willingness to Communicate, and L2 Use in an EFL Classroom." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/290534.

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Teaching & Learning<br>Ed.D.<br>In this study I investigated foreign language learners' Willingness to Communicate, frequency of L2 communication, and eight individual difference variables hypothesized to influence them: L2 learning anxiety, L2 learning motivation, integrativeness, international posture, ought-to L2 self, ideal L2 self, L2 linguistic self-confidence, and valuing of global English. Based on the concept of possible selves (Markus & Nurius, 1986), Dörnyei (2005) proposed the concept of the ideal L2 self: an idealized self-image involving future linguistic proficiency and professi

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Al-Amri, Haifa Mohammed. "Digital Storytelling in a Saudi EFL Classroom: An Exploratory Study of its Impact on Students’ Intrinsic Motivation and Willingness to Communicate." Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/85445.

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This study was an attempt to help TESOL teachers struggling with their students' reticence in the classroom. It offered a practical, research-informed solution to reduce students' reticence and increase their classroom oral production. The proposed intervention was the integration of digital storytelling pedagogy. Its alignment with the principles of the communicative approach, possession of factors crucial for enhancing willingness to communicate as well as intrinsic motivation made it capable of achieving the overarching goal of reducing language learners' reticence.

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Ragusa, Sarah R. "Examining the relationship between group work and students' willingness to participate." Thesis, Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/4104.

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Yough, Michael S. "Self-Efficacy and the Language Learner." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306822617.

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Csanadi, Robert. "The impact of extramural English on students’ willingness to communicate in an EFL context : A mixed-methods study with upper secondary school students in Sweden." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-53214.

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This study explores the possible relationship between extramural English (EE) and students’ willingness to communicate (WTC) in the EFL classroom in the Swedish upper secondary school. The study employed a mixed-methods approach, and the data was collected through a questionnaire and interviews. The results of the study suggest that EE usage positively affects students’ language proficiency and their self-perceptions of their English ability, which in turn is beneficial for their WTC in all contexts inside the classroom. The results also show that the students who spend the most time in EE con

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Sköld, Lovisa. "Spoken English in the EFL classroom : A study of Swedish pupils’ attitudes towards spoken English." Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1745.

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<p>The purpose of this essay is to investigate pupils’ attitudes towards spoken English and towards speaking in front of their friends, and how these attitudes appear to be related to their oral communication and communicative behaviour in the classroom. The material was collected by video taping two classes, a questionnaire in these two classes and by interviewing their teacher.</p><p>The results show that motivation and anxiety are psychological factors that play a significant role in the learning process. Attitudes, both towards the target language and towards their own production affect pu

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Sandberg, Helene. "The Relationship between Extramural English and Students' Speaking Anxiety in the Swedish EFL Classroom : A quantitative study with secondary school students." Thesis, Högskolan Dalarna, Institutionen för språk, litteratur och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37728.

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The present study aims to investigate the possible impact that extramural English (EE) has on students’ foreign language anxiety (FLA) in the Swedish EFL classroom. The focus lies specifically on speaking anxiety and its relation to EE, if certain EE activities have a greater importance than others, and if there are gender differences in EE activities and levels of speaking anxiety. The study was carried out in a secondary school in Stockholm, Sweden. The 142 participants attended the last term of ninth grade when the study was carried out. Quantitative data was collected through a questionnai

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Pattapong, Kamlaitip. "Willingness to communicate in a second language : a qualitative study of issues affecting Thai EFL learners from students' and teachers' point of view." Thesis, The University of Sydney, 2010. http://hdl.handle.net/2123/9244.

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Students’ preference to remain silent in English-speaking classrooms has long been a problem in Thailand where the communicative language teaching (CLT) approach is widely used. This study investigates the reasons why Thai students do not want to use English to communicate in their EFL class. The theoretical framework for this study is based on research by MacIntyre et al. (1998) and Wen and Clement (2003). MacIntyre et al.’s (1998) framework concerns the process underlying the inclination to choose to speak a second language given the opportunity. This phenomenon is called, “Willingness to Co

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Shimizu, Sunao. "Japanese University Students' L2 Communication Frequency in Positive Classroom Climate." Thesis, Temple University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10272334.

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<p> The primary purpose of study is to identify predictors of willingness to communicate (LTC) and of actual frequency of English communication at work inside and outside the foreign language classroom among 439 university students (male = 226, female = 213) learning English in Japan. Based on Wen and Clément’s (2003) theory of L2 LTC, I replicated Peng and Woodrow’s (2010) structural path model using the variables of state L2 communicative confidence, L2 learning motivation, positive classroom climate, L2 LTC, with the newly added variable of actual speaking frequency.</p><

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Aslan, Erhan. "International Teaching Assistants in the US University Classroom: A Mixed-Methods Study of Individual Differences and L2 Pragmatic Competence." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6063.

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International teaching assistants (ITAs) are considered advanced English users with relatively high standardized language proficiency test scores. However, they may experience difficulties during their interactions with undergraduate students. Some of these difficulties may arise from affective factors such as ambiguity, stress, and adjustment and can impact language use. From an individual differences perspective, a second language user with high communication anxiety may have difficulty comprehending or producing appropriate pragmalinguistic forms. Using a mixed-methods approach, this study

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Stagevik, Markus, and Cecilia Benson. "The effectiveness of digital online games as an extramural activity for facilitating motivation and vocabulary acquisition in L2 English learning: student and teacher perspectives." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30606.

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In Sweden, 50% of all teenagers between the ages 12-18 spend at least three hours a day, spending their time on anything from digital games to YouTube and homework research. Given the popularity of such activities, it is worthwhile investigating to what degree any one of them might be used to help facilitate English second language learning. Research show that digital games use lead to an enhanced vocabulary comprehension, reading comprehension, speaking comprehension, lowered anxiety level and enhanced willingness to communicate for L2 English learners. In the current study we used a qualitat

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Wang, Chuang. "Self-regulated learning strategies and self-efficacy beliefs of children learning English as a second language." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1091546670.

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Syed, Hassan Ali Shah. "Dynamics of variables underlying willingness to communicate (WTC) in English (L2) : a case study of postgraduate business students at a university classroom in Sukkur, Pakistan." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/15743/.

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Modern approaches to second language (L2) pedagogy emphasise authentic L2 use for successful L2 learning. However, it has been a common observation L2 contexts that despite possessing years of experience in L2 learning, sometimes even students with higher L2 proficiency shy away from communication, while others plunge themselves in a conversation involving L2. It has been argued that in order for learners to become successful L2 users they not only have to have competence and motivation but a higher willingness to communicate in the target language as well. The present study was, therefore, de

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Klinger, Lauren Marie. "Goal Compatibility and Emotional Intensity: An Experimental Study of Graphic Images in Strategic Communication." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3186.

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The purpose of this quantitative study is to examine receiver variables involved in strategic communications and to look specifically at the use of graphic images in strategic communication materials. It argues that any complete, general model of persuasion effects will include both goal compatibility and emotional determinants. It argues that some influential theories used in strategic communications scholarship, including the situational theory of publics and the elaboration likelihood model, are incomplete because they have omitted these variables. This study also tests variables related to

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Nikoletou, Panagiota. "A 'person-in-context relational' approach to understanding students' willingness to communicate in an additional language in higher education in Greece : only the tip of an iceberg." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7923/.

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Cultivating language learners’ willingness to communicate in a second language (L2 WTC) has been seen as the ultimate goal of L2 education and empirical inquiry into students’ intention to engage in L2 communication given the opportunity has gained momentum in applied linguistics research over the past decade or so. This strand of inquiry has seen a major shift from treating WTC as a relatively stable and fixed personality trait to taking a more context-sensitive perspective. In line with this shift, the present study set out to investigate the situated and emerging nature of L2 learners’ WTC

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