A Sociocognitive Perspective on Second Language Classroom Willingness to Communicate

By Yi Cao. 2014

188 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b7faea0e7e8e1bbb99938c550d3cb68863afcf5a

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Citations in the corpus

Interaction and instructed second language acquisition (2018, background): “More recently, Cao (2014) argued that learner WTC is better viewed as dependent on ‘dynamic situational variables’ (p. 789) rather than as a learner trait characteristic.”
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).”
To talk or not to talk : a review of situational antecedents of willingness to communicate in the second language classroom. (2018, background): “…activity Cao (2013) 12 ESL learners (mainly from China or Korea) in a university-based language school in New Zealand Longitudinal (5 months) Cao (2014) 6 Chinese ESL learners in a university-based language school in New Zealand Longitudinal (5 months) Cao & Philp (2006) 8 ESL learners of…”
ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE (2017, background): “…support, student cohesiveness, and task orientation found that classroom environment is a direct predictor of students’ WTC. Topic of the communication can affect WTC from four aspects: familiarity with the topic, sensitivity to the topic, interest in the topic, and topical knowledge (Cao, 2014).”
Situated willingness to communicate in an L2: Interplay of individual characteristics and context (2018, background): “Among them, Cao (2014) revealed through observations and stimulated recall interviews that situational WTC in the classroom results from a combination of individual, contextual, and linguistic factors.”
Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings (2019, background): “…perspective have suggested that L2 WTC and communication are conjointly influenced by both individual trait-like and contextual state-like variables (Cao, 2011, 2014; Dörnyei & Kormos, 2000; Kang, 2005; MacIntyre et al., 1998; Pawlak, Mystkowska-Wiertelak, & Bielak, 2016; Yashima et al., 2018).”
The relationship between second language competence and willingness to communicate: the moderating effect of foreign language anxiety (2020, background): “…to explore and validate individual and situational factors that potentially affect L2 WTC, particularly those factors proposed in the multi-layered WTC model (Cao, 2014; Dewaele, 2019; Hashimoto, 2002; MacIntyre, Cl é ment, Dornyei, and Noels, 1998; Peng, 2010; Yashima, MacIntyre, and Lketa, 2018).”
Investigating the nature of classroom willingness to communicate (WTC): A micro-perspective (2016, background): “…projects seeking to investigate moment-by-moment fluctuations in learners’ WTC conducted under experimental conditions (e.g. MacIntyre & Legatto, 2011), and similarly to the studies undertaken by Cao (2013, 2014), the present study attempted to ensure high ecological validity (see Peng, 2014).”