Willingness to Communicate in English: A Model in the Chinese EFL Classroom Context

By Jian-E Peng, Lindy Woodrow. 2010

688 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/228f56613d40cbc4ede486b69d8528ddfb266a1a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Language and Linguistics

In Social Psychology

Citations in the corpus

Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings (2017, background): “This has also been explored with regard to learners' self-determined motivation (Noels, 2009; Reeve & Jang, 2006) and L2 willingness to communicate (Peng & Woodrow, 2010).”
THE DEVELOPMENT OF SELF-DETERMINATION ACROSS THE LANGUAGE COURSE (2019, background): “Greater self-determination is also associated with greater engagement with the target language community (Comanaru & Noels, 2009; Peng & Woodrow, 2010).”
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).”
To talk or not to talk : a review of situational antecedents of willingness to communicate in the second language classroom. (2018, methodology): “This definition already alludes to a dual perspective that combines both trait and state levels (Peng & Woodrow, 2010).”
The relationship between second language competence and willingness to communicate: the moderating effect of foreign language anxiety (2020, background): “…between L2 competence and WTC may be negatively moderated by FLA. Recent studies have predominantly focused on the pairwise correlations between L2 competence, FLA, and WTC (Dewaele, 2019; Halupka-Re š etar, Kne ž evi ć , and Topalov, 2018; Kim, 2004; Lin, 2019; Peng and Woodrow, 2010).”
The role of grit and classroom enjoyment in EFL learners’ willingness to communicate (2020, positive): “In line with the movement toward the use of positive psychology in SLA (Dewaele and MacIntyre 2014; MacIntyre and Gregersen 2012; MacIntyre, Gregersen, and Mercer 2016), increasingly, more studies have shown that positive classroom environment is signi ﬁ cantly linked to L2 WTC in EFL classrooms amo”
Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC (2021, background): “Within the confines of the typical classroom, a series of studies (Cao, 2011; Cao & Philip, 2006; Dewaele & Dewaele, 2018; Peng, 2012, 2019; Peng & Woodrow, 2010) suggests that the interplay among aspects of the learner, teacher, classroom instruction (including topics and tasks, interactional…”
Willingness to Communicate in English Among Iranian Non–English Major University Students (2012, result): “Consistent with the previous studies (Cetinkaya, 2005; Peng & Woodrow, 2010; Yashima, 2002), a path from motivation to L2 self-confidence and another path from L2 self-confidence to L2WTC were hypothesized.”
EFL students’ views of willingness to communicate in the extramural digital context (2019, background): “In contrast, situation-specific WTC-oriented researchers have identified contextual factors such as classroom environment (Peng & Woodrow, 2010) and interlocutors (Cao & Philip, 2006), all of which may mediate L2 learners’ WTC.”
ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE (2017, background): “Moreover, Khajavy et al. (2016) tested a similar model in the Iranian EFL context and, consistent with Peng and Woodrow (2010), found that both foreign language selfconfidence and classroom environment directly predicted WTC.”