Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction

By Yi Cao, Jenefer Philp. 2006

528 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/147a926a92094975019c35829578d064a049382e

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Citations in the corpus

Interaction and instructed second language acquisition (2018, background): “The extent to which learners are engaged with tasks (engagement) is a growing research area as well (Cao & Philp 2006; Philp & Duchesne 2016; Sato 2016).”
Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modeling approach (2014, unknown): “Since this pioneering work of MacIntyre, et al., L2WTC has been studied extensively in different ESL (English as a second language) contexts (e.g., Cao & Philp, 2006; Clément, Baker, & MacIntyre, 2003; MacIntyre, Babin, & Clément, 1999; MacIntyre, Baker, Clément, & Conrod, 2001; MacIntyre, Baker,…”
Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: the case of two advanced learners of English (2019, background): “This resulted in a number of studies whose purpose was to reveal situated, personal and context-related variables influencing WTC in the language classroom (e.g. Cao & Philp, 2006; Mystkowska-Wiertelak & Pawlak, 2014).”
Situated willingness to communicate in an L2: Interplay of individual characteristics and context (2018, methodology): “Based on classroom observations using both interviews and a behavior categorization scheme they developed, Cao and Philp (2006) identified group size, self-confidence, familiarity with interlocutors, and interlocutor participation in the conversation as factors that had the greatest impact on…”
To talk or not to talk : a review of situational antecedents of willingness to communicate in the second language classroom. (2018, background): “Findings about which type of activity is preferred by students are not conclusive, but it seems that students prefer group activities with three or four interlocutors (e.g., Cao, 2011; Cao & Philp, 2006; Riasati, 2012).”
The role of grit and classroom enjoyment in EFL learners’ willingness to communicate (2020, unknown): “…teachers, topic familiarity and interest, teacher ’ s frequent use of L2, communication mode (e.g. face-to-face vs. online), and international experience (Cao and Philp 2006; Clément, Baker, and MacIntyre 2003; Dewaele and Dewaele 2018; Kang 2014; Kruk 2019; Lee 2018, 2019; MacIntyre et al. 2001;…”
Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context. (2016, methodology): “Previous research investigated it with a scale developed by McCroskey and Baer (1985) where participants are placed into situations that they have rarely experienced in their everyday lives (e.g., talk with a friend while standing in line; Cao & Philp, 2006; Peng & Woodrow, 2010).”
Investigating the nature of classroom willingness to communicate (WTC): A micro-perspective (2016, methodology): “Cao and Philip (2006), in turn, examined correlations between trait WTC and actual communicative behavior in three interactional situations: pair work, group work and whole class.”