Towards an ecological understanding of willingness to communicate in EFL classrooms in China

By Jian-E Peng. 2012

295 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/1cfce37b5771d8e769f5351bad66ad5de95e343b

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Citations in the corpus

To talk or not to talk : a review of situational antecedents of willingness to communicate in the second language classroom. (2018, background): “It has been argued that, when a student finds that his or her classmates are actively engaged in class, his or her WTC can be boosted (Peng, 2012).”
Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context. (2016, methodology): “The ecological approach to research in language classrooms has recently attracted the attention of L2 researchers (Cao, 2009, 2011; Peng, 2012; Peng & Woodrow, 2010).”
Situated willingness to communicate in an L2: Interplay of individual characteristics and context (2018, background): “Recently, an increasing number of studies have spotlighted the situated nature of WTC as it emerges in the classroom (e.g. Cao, 2011, 2014; Pawlak, Mystkowska-Wiertelak, & Bielak, 2015; Peng, 2012).”
The role of grit and classroom enjoyment in EFL learners’ willingness to communicate (2020, unknown): “…learners ’ L2 WTC at di ﬀ erent socio-educational levels, especially in Asia where high-stakes tests (e.g. college entrance exams) seem to a ﬀ ect classroom enjoyment and L2 WTC di ﬀ erently among middle school, high school, and university EFL students (Kim 2019; Lee and Lee 2020; Peng 2012, 2015).”
ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE (2017, background): “Choosing familiar and interesting topics for conversation (Cao, 2014; Peng, 2012), providing delayed error correction (Zarrinabadi, 2014), giving feedback to the students (Pishghadam&Khajavy, 2014), and using friendly and supportive behavior (Kang, 2005; Zarrinabadi, 2014) are among the actions…”
L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts (2021, background): “These factors include security, interlocutor, classroom group dynamics, learner beliefs, classroom environment, and teacher credibility, to name a few (Kang, 2005; Peng, 2012; Peng & Woodrow, 2010).”