Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: the case of two advanced learners of English
By Mariusz Kruk. Computer Assisted Language Learning, 2019
189 citations recorded by the source corpus.
Abstract The first part of the paper offers the characteristics of the affective variables of willingness to communicate, motivation, language anxiety and boredom as located within the framework of the complex dynamic systems. The second part aims to discuss the results of a study intended to examine the effect of Second Life on two English philology students’ changes in the levels of willingness to communicate, motivation, language anxiety and boredom. The data collected via session logs underwent both quantitative and qualitative analysis. The results indicated changes in the levels of the variables in question both during single visits and from one visit to another. These changes in the constructs in question were affected by a number of positive (e.g. interesting topics, the possibility to discuss common interests, comprehending the output produced by interlocutors) and negative (e.g. unpleasant SL users, monotony, no willing to talk SL users, previous negative experience) factors.
Subfields: Language and Linguistics, Human-Computer Interaction
View Paper: https://www.semanticscholar.org/paper/5c60071fa8e37f4232047237a3b4e499554b9de1
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In Language and Linguistics
- Chengchen Li
- Lawrence Jun Zhang
- Jean–Marc Dewaele
- Guiying Jiang
- Ali Derakhshan
- Yongliang Wang
- Ju Seong Lee
- P. Macintyre
In Human-Computer Interaction
Citations in the corpus
- L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts (2021, unknown): “Additionally, since most of the CALL studies on L2 WTC have focused on in-class/lab settings (Freiermuth & Jarrell, 2006; Kruk, 2019; Peng, 2019; Reinders & Wattana, 2014, 2015) or extracurricular online settings (Buckingham & Alpaslan, 2017; Kissau et al., 2010), the current result can advance our…”
- Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, background): “, Kruk, M., Zawodniak, J., & Pasikowski, S. (2020b). Investigating factors responsible”
- The role of grit and classroom enjoyment in EFL learners’ willingness to communicate (2020, unknown): “With regard to Korean L2 learners, Kang (2005), using a situational WTC model, identi fi ed excitement as one of the psychological antecedents of L2 WTC. Recently, in light of Patrick and Ryan (2005) and Patrick, Ryan, and Kaplan (2007), Joe, Hiver, and Al-Hoorie (2017) adopted three complementary co”
- Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students (2021, background): “…guilt and shame (Galmiche 2017;Teimouri 2018), pride (Abo-Zaied Arar and Tannenbaum 2019), love (Pavelescu and Petri ć 2018), anger, excitement, hope, joy, frustration (MacIntyre et al. 2019; MacIntyre and Vincze 2017), and boredom (Kruk 2019; Li2021 ; Li, Dewaele, and Hu 2021; Pawlak et al. 2020).”
- Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021, background): “…such as anxiety (Marcos-Llinás and Garau, 2009), boredom (Pawlak et al., 2020), and burnout (Vaezi and Fallah, 2011), to the investigation of both negative and positive factors involved in the process of L2 teaching and learning (Chaffee et al., 2014; Dewaele and MacIntyre, 2014; Kruk, 2019, 2021).”