Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context

By Yukiko Hashimoto. 2002

411 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ccb5a83721b68ce93dccc9146700e216feb7e829

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Citations in the corpus

Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context (2012, background): “In addition, L2 anxiety has been found to be negatively related to L2 motivation (e.g., Gardner & Lalonde, 1983; Gardner, Tremblay, & Masgoret, 1997; Hashimoto, 2002).”
The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach (2010, background): “…variable, it has consistently been negatively associated either with L2 learning motivation (e.g., Gardner and Lalonde, 1983; Gardner et al., 1997; Hashimoto, 2002) or with other variables such as ‘Willingness to Communi-cate (WTC) (e.g., MacIntyre, 1994; MacIntyre et al., 2002; MacIntyre and…”
The role of grit and classroom enjoyment in EFL learners’ willingness to communicate (2020, unknown): “…ﬁ cantly in ﬂ uence L2 WTC in the classroom (Baker and MacIntyre 2000; Cao and Wei 2019; Dewaele 2019; Dewaele and Dewaele 2018; Fallah 2014; Ghonsooly, Khajavy, and Asadpour 2012; Hashimoto 2002; Lee, Sylvén, and Lee 2020; MacIntyre et al. 2003; MacIntyre and Charos 1996; Yashima 2002, 2009).”
Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modeling approach (2014, background): “Motivation has also proved to be a significant predictor of different variables such as communication selfconfidence, L2 communication frequency, L2 proficiency, perceived communication competence, and L2WTC in EFL context (Ghonsooly et al., 2012; Hashimoto, 2002; Yashima, 2002).”
SECOND LANGUAGE ANXIETY AND ACHIEVEMENT (2019, unknown): “…Young, 1986), cognitive processing (e.g., MacIntyre & Gardner, 1994a, 1994b), motivation (e.g., Papi, 2010; Papi & Teimouri, 2014; Teimouri, 2017), and willingness to communicate in a second language (L2 WTC) (e.g., Hashimoto, 2002; Khajavy, MacIntyre, & Barabadi, 2018; MacIntyre & Charos, 1996).”
Willingness to Communicate in English Among Iranian Non–English Major University Students (2012, methodology): “Many studies have been conducted on communication apprehension, especially its relationship with WTC, and all of them have shown that there is a negative relationship between L2WTC and anxiety (Cetinkaya, 2005; Gardner & MacIntyre, 1993; Hashimoto, 2002; MacIntyre & Clément, 1996; Yashima, 2002).”
Willingness to Communicate in an L2 and Integrative Motivation among College Students in an Intensive English Language Program in China (2007, methodology): “place a tick in the position that best describes the extent to which you believe the statement applies to you (adapted from Hashimoto, 2002).”
L2 grit: Passion and perseverance for second-language learning (2020, background): “Past research has shown that L2 WTC is positively related to L2 use (Hashimoto, 2002).”
Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings (2019, background): “With respect to L2 self-confidence, those who are confident about learning and using L2 are more likely to initiate L2 communication in the classroom (Hashimoto, 2002; Khajavy et al., 2016).”
Reducing student reticence through teacher interaction strategy (2010, background): “WTC is then conceptualized as a ‘pyramid’ model in which ‘social and individual context, affective cognitive context, motivational propensities, situated antecedents, and behavioural intention are interrelated in influencing WTC in L2 use’ (Hashimoto 2002: 38).”
Willingness to communicate of EFL learners in Turkish context (2015, methodology): “Attitudes towards the learning situation refer to the language learners' evaluation of the language teacher, the course and curriculum (Dörnyei, 2005, 2009; Hashimoto, 2002).”
L2 SELVES, EMOTIONS, AND MOTIVATED BEHAVIORS (2016, background): “…during the process of second language learning, impairing language learners’ cognitive process (MacIntyre & Gardner, 1994), L2 WTC and L2 use (Hashimoto, 2002; MacIntyre & Charos, 1996), motivation (Papi, 2010), and, consequently, language achievement (Aida, 1994; Gardner, Smythe, Clement,…”