Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings

By Ju Seong Lee, Kilryoung Lee. Language Teaching Research, 2019

178 citations recorded by the source corpus.

This quantitative study examines whether and to what extent affective factors (i.e. motivation, self-confidence, risk-taking, L2 speaking anxiety, and grit) and virtual intercultural experiences are linked to willingness to communicate in a second language (L2 WTC) in in-class, out-of-class, and digital settings. Participants included 176 Korean undergraduate and graduate students of English as a foreign language (EFL). After adjusting for demographic factors, hierarchical regression analyses revealed three major results: first, those with higher levels of L2 motivation and grit as well as a lower level of L2 speaking anxiety had higher L2 WTC inside the classroom. Second, students who majored in English and had higher levels of L2 self-confidence and risk-taking had higher L2 WTC outside the classroom. Third, individuals who were younger, had a higher level of L2 self-confidence and engaged more frequently in virtual intercultural experiences had higher L2 WTC in digital settings. Results suggest that demographic and affective variables as well as involvement in virtual intercultural activities play distinct roles in influencing EFL students’ WTC in three different L2 communication contexts. Based on these findings, this study provides pedagogical suggestions for L2 practitioners.

Subfields: Information Systems, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e64ec213fa1d59c12490d4a8fe41ee91a8717564

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Citations in the corpus

L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts (2021, unknown): “…have found that such out-of-class English activities are positively associated with L2 WTC in an extramural digital context among Korean EFL university students (Lee, 2019; Lee & Dressman, 2018; Lee & Lee, 2020b) and Taiwanese EFL university students (Lee & Hsieh, 2019; Lee, Lee, & Hsieh, 2019).”
Informal digital learning of English and L2 willingness to communicate: roles of emotions, gender, and educational stage (2021, methodology): “First, although signi ﬁ cant associations among IDLE and L2 WTC (Lee and Lee 2020a), IDLE and emotions (Lee and Lee 2021), and emotions and L2 WTC (Lee and Hsieh 2019) have been found, articulation of the underlying mechanisms mediating these links is limited.”