The use of web questionnaires in second language acquisition and bilingualism research

By Rosemary Wilson, Jean–Marc Dewaele. 2010

129 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bbf272148f3bd5967a011dad239306c931623f10

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In Language and Linguistics

Citations in the corpus

Multilingualism, empathy and multicompetence (2012, background): “The main advantage of online questionnaires is the ability to collect data from all around the world, eliminating ‘local’ effects such as a dislike for a particular language and its speakers, and it allows the recruitment of participants from a wide age range (Wilson & Dewaele, 2010).”
Is multilingualism linked to a higher tolerance of ambiguity?* (2012, methodology): “After the presentation of two case studies of web-based research, Wilson and Dewaele (2010) concluded that the advantages of web-based studies far outweigh the drawbacks.”
Anxiety and EFL: does multilingualism matter? (2013, methodology): “For this part of the project, the participants answered a Korean version of the FLCAS that was put online via SurveyMonkey (http://www.surveymonkey.com/) (see Wilson and Dewaele 2010, for an elaboration of the benefits of online surveys and SLA research).”
The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment (2019, background): “Nevertheless, Wilson and Dewaele (2010) posited that feedback from volunteers is always of a better quality than that from those who are forced to complete a questionnaire, so this could be considered a limitation as well as a strength.”
Multilinguals' perceptions of feeling different when switching languages (2013, background): “We are not claiming that multilinguals with lower education levels would behave differently, but it is notoriously harder to persuade them to participate in this type of survey (Dewaele 2010, Wilson and Dewaele 2010).”
The two faces of Janus? Anxiety and enjoyment in the foreign language classroom (2014, background): “This sort of distribution, with a majority of female participants, is quite typical in web-based language questionnaires (Wilson & Dewaele, 2010).”
Attitudes towards code-switching among adult mono- and multilingual language users (2014, background): “Finally, a sample of more than 2000 multilinguals from all over the world strengthens ecological validity, as the effects of local social, political and historical factors linked to particular languages or linguistic practices are strongly diluted (Wilson and Dewaele 2010).”
Do ESL/EFL teachers’ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice? (2018, unknown): “Online questionnaires are ideal for collecting large amounts of data from participants from different parts of the world belonging to various age groups and language profiles (Wilson and Dewaele 2010; Dewaele, to appear).”
Learner-internal and learner-external predictors of Willingness to Communicate in the FL Classroom (2018, background): “The upside is that volunteers provide better quality data (Wilson & Dewaele, 2010); the downside is that we cannot claim that our participants constitute a representative sample of the FL learners in these two schools, let alone in British secondary education.”
Attitudes towards foreign accents among adult multilingual language users (2015, background): “Our design also has a major advantage: the large number of participants coming from all over the world with a wide variety of language combinations are good for ecological validity (Wilson and Dewaele 2010).”