A Dynamic System Approach to Willingness to Communicate: Developing an Idiodynamic Method to Capture Rapidly Changing Affect

By P. Macintyre, James Jason Legatto. 2011

451 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/488899cfb340e0c244dab0473905bafb4d1da191

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In Language and Linguistics

Citations in the corpus

Enjoyment and anxiety in second language communication: An idiodynamic approach (2018, methodology): “In the first published study that used the method, MacIntyre and Legatto (2011) measured willingness to communicate and found that it proceeds in a dynamic way, with within-participant ratings fluctuating from high to low several times over the course of a communication event.”
Motivational Dynamics in Language Learning: Change, Stability, and Context. (2014, background): “To cite a final study that examined temporal variation and stability, this time in L2 learners’ willingness to communicate (WTC), MacIntyre and Legatto (2011) found not only variability in learners’ willingness to speak, but also a stable level, or attractor state, when the surrounding systems…”
Task preference, affective response, and engagement in L2 use in a US university context (2017, methodology): “…into learners’ affective responses to classroom activities and tasks through immediate post-task questionnaires, interviews, observation notes, and diaries (Dörnyei & Kormos, 2000; Egbert, 2003; Mercer, 2015) as well as new methods such as ‘the idiodynamic method’ (MacIntyre & Legatto, 2011).”
Language Teacher Immunity: A Double-Edged Sword (2015, background): “…of studies have used the framework of CT to investigate second language learning phenomena in ways that prioritize adaptive and developmental processes across various timescales (Larsen-Freeman 2006; de Bot et al. 2007; MacIntyre and Legatto 2011; Gregersen et al. 2014; Dörnyei et al. 2015).”
L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts (2021, unknown): “…strand of research has analyzed L2 WTC from situated and dynamic perspectives through which both trait-like (e.g., L2 anxiety) and state-like factors (e.g., interlocutor) are considered together as antecedents that can potentially influence one’s L2 WTC (Kang, 2005; MacIntyre & Legatto, 2011).”
Investigating the nature of classroom willingness to communicate (WTC): A micro-perspective (2016, methodology): “Adopting a dynamic systems perspective (Larsen-Freeman & Cameron, 2008), MacIntyre and Legatto (2011) developed what they labeled an idiodynamic method of measuring moment-by-moment fluctuations in WTC during task performance, which enables not only registering changes in its levels over a short…”
To talk or not to talk : a review of situational antecedents of willingness to communicate in the second language classroom. (2018, background): “However, only a handful of recent studies have employed this approach to study WTC (MacIntyre & Legatto, 2011; Mystkowska-Wiertelak, 2016; Mystkowska-Wiertelak & Pawlak, 2014; Pawlak & Mystkowska-Wiertelak, 2015; Pawlak et al., 2016).”
The Routledge handbook of English language teaching (2018, background): “The systems approach would allow us to work within a consistent framework, employing the embodied, spatial meanings of prepositions to assist learners in grasping their respective extended metaphorical meanings.”
Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context. (2016, background): “The findings may be complemented with qualitative research methods, especially when the dynamic nature of L2WTC is taken into account (Cao, 2014; MacIntyre & Legatto, 2011).”
Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC (2021, methodology): “All participants were given thorough instruction of how to use the Idiodynamic software (MacIntyre & Legatto, 2011) and practiced rating using a sample video. a Photo narrative task.”