WILLINGNESS TO COMMUNICATE, SOCIAL SUPPORT, AND LANGUAGE-LEARNING ORIENTATIONS OF IMMERSION STUDENTS

By P. Macintyre, S. Baker, R. Clément, S. Conrod. Studies in Second Language Acquisition, 2001

641 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/af7348fd7dc9dee8d9d0f95eb534e82d22990117

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Citations in the corpus

An Exploration of Causes of Saudi Students' Reluctance to Participate in the English Language Classroom (2012, background): “In spite of the growing expectation for verbal classroom participation in second- and foreign-language learning situations, reticence research has captured the attention of language theorists and educators in recent decades (MacIntyre et al., 2001; Tsui, 1996; Biggs & Moore, 1993; Liu, 2005; Van den”
Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context (2002, background): “…Pintrich; the action control model of Kuhl; and McCroskey's WTC. Factor analysis revealed that all of the Gardner AMTB variables loaded heavily on a factor called attitudinal motivation, rather than on two other factors called action motivation and self-confidence (Macintyre et al., 2001, p. 482).”
Willingness to Communicate in an L2 and Integrative Motivation among College Students in an Intensive English Language Program in China (2007, methodology): “Following the scoring of the L2 WTC scale in MacIntyre, Baker, Clement and Conrod (2001) , the L2 WTC mean score (95.431), as displayed in Table 3, was obtained by averaging the sum of all participants’ total scores on the 27-item scale.”
Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC (2021, background): “Studies show that WTC outside the classroom can differ from WTC inside the classroom; sometimes the protected space of the classroom leads to higher WTC but other times harsh teaching practices can reduce learners’ WTC inside the classroom (Başöz & Erten, 2018; MacIntyre et al., 2001).”
L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts (2021, positive): “…trait-like variables, such as gender (MacIntyre, Baker, Clément, & Conrod, 2001), perceived competence (Peng & Woodrow, 2010), language learning orientations (MacIntyre et al., 2001), motivation (Yashima, 2002), international posture (Yashima, 2002, 2009), and L2 anxiety (Peng & Woodrow, 2010).”
Willingness to Communicate in a Second Language (2003, background): “Given that individuals are more likely to perform a behavior of which others approve (MacIntyre et al., 2001), the belief that significant others support engaging in L2 communication might be sufficiently motivating to do so.”