Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings

By H. Joe, Phil Hiver, Ali H. Al-Hoorie. 2017

326 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f07755540c5e0109b123a0fc401686cf227648a0

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Effect of Classroom Emotions, Attitudes Toward English, and Teacher Behavior on Willingness to Communicate Among English Foreign Language Learners (2019, background): “…standing ns Perceived competence + + Actual competence + Motivation + Classroom environment + + + FLCA - - - Social FLE + + + Private FLE ns + Volatility - Age + Gender ns + PW: D&D: Dewaele & Dewaele (2018); M&D: MacIntyre & Doucette (2010); KMV: Khajavy et al. (2017); JH&A: Joe et al. (2017).”
To talk or not to talk : a review of situational antecedents of willingness to communicate in the second language classroom. (2018, background): “Four exceptions include a study of primary school students aged between eight and nine (Buckingham & Alpaslan, 2017), two studies of adolescents in secondary schools (Joe et al., 2017; MacIntyre, Burns & Jessome, 2011), as well as a case study of a Korean physician in the US (Kang, 2006).”
The role of grit and classroom enjoyment in EFL learners’ willingness to communicate (2020, unknown): “This interpretation aligns with previous studies that have reported a link between a positive classroom environment and L2 WTC in the EFL classrooms (Dewaele 2019; Joe, Hiver, and Al-Hoorie 2017; Khajavy, MacIntyre, and Barabadi 2018; Peng 2019; Peng and Woo-drow 2010).”
ACADEMIC BUOYANCY (2018, background): “This finding highlights the importance of controlling for prior achievement to avoid confounding results (e.g., Joe et al., 2017).”
ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE (2017, background): “This variation is the outcome of a set of linguistic, communicative, and contextual factors, described in the pyramid model of WTC, that have been tested in several empirical studies and in a variety of settings (Joe et al., 2017; Khajavy et al., 2016; Öz et al., 2015; Peng & Woodrow, 2010; Yashima,”
BASIC PSYCHOLOGICAL NEEDS, MOTIVATIONAL ORIENTATIONS, EFFORT, AND VOCABULARY KNOWLEDGE (2021, result): “This issue has been further observed in subsequent studies that used introjected subscale items, with some researchers reporting alpha (α) values as low as α = .57 (see, e.g., Alamer & Lee, 2019; Joe et al., 2017; Noels et al., 2001; Zhang et al., 2017).”
The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: a multiple case study (2019, background): “The study also confirms the view that WTC emerges dynamically in a conversation situation (Cao, 2011; Dewaele & Dewaele, 2018, 2019; Joe et al., 2017; Khajavy, et al., 2017; MacIntyre et al., 1998, MacIntyre & Doucette, 2010).”