The Effect of Classroom Emotions, Attitudes Toward English, and Teacher Behavior on Willingness to Communicate Among English Foreign Language Learners
By Jean–Marc Dewaele. Journal of Language and Social Psychology, 2019
183 citations recorded by the source corpus.
Willingness to communicate (WTC) in a foreign language is linked to a range of interacting learner-internal and learner-external variables. The present study identified the predictors of WTC of 210 foreign language learners of English from Spain. Multiple regression analyses revealed that the strongest (negative) predictor of WTC was foreign language classroom anxiety, while foreign language enjoyment and frequency of foreign language use by the teacher were positive predictors.
Subfields: Language and Linguistics, Social Psychology
View Paper: https://www.semanticscholar.org/paper/38e1b51f748beb5415b5f63b1c86a158d439d606
How researchers see this paper
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In Language and Linguistics
- Lanxi Wang
- Katja Lochtman
- Li Zhou
- Yiheng Xi
- P. Macintyre
- Jean–Marc Dewaele
- Chengchen Li
- Livia Dewaele
In Social Psychology
- Lanxi Wang
- Li Zhou
- P. Macintyre
- Katja Lochtman
- Yiheng Xi
- Jean–Marc Dewaele
- Chengchen Li
- Lawrence Jun Zhang
Citations in the corpus
- The relationship between second language competence and willingness to communicate: the moderating effect of foreign language anxiety (2020, background): “Dewaele (2019) claims that FL learners’ WTC was dampened by anxiety based on the research finding that anxiety was the strongest (negative) predictor of Spanish learners’ WTC in using English.”
- Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC (2021, background): “The arousal of positive and negative emotions, such as enjoyment and/or anxiety, has been shown to be strongly related to WTC (Dewaele, 2019; Dewaele & Pavelescu, 2021; Khajavy et al., 2018).”
- The role of grit and classroom enjoyment in EFL learners’ willingness to communicate (2020, unknown): “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”