Investigating situational willingness to communicate within second language classrooms from an ecological perspective

By Yi Cao. 2011

333 citations recorded by the source corpus.

Subfields: Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f81344838762a342c29719036101fbfa01cbe329

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In Language and Linguistics

In Social Psychology

Citations in the corpus

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).”
To talk or not to talk : a review of situational antecedents of willingness to communicate in the second language classroom. (2018, background): “Findings about which type of activity is preferred by students are not conclusive, but it seems that students prefer group activities with three or four interlocutors (e.g., Cao, 2011; Cao & Philp, 2006; Riasati, 2012).”
EFL students’ views of willingness to communicate in the extramural digital context (2019, background): “Therefore, the overall findings seem to suggest that L2 WTC in the ED context can be understood from a dynamic and situated perspective (e.g. Cao, 2011; Hsu, 2015; Kang, 2005), in which individual (e.g. L2 anxiety), contextual (e.g. interlocutors), and socio-political (e.g. Korea’s K-12 education…”
Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context. (2016, background): “The ecological approach to research in language classrooms has recently attracted the attention of L2 researchers (Cao, 2009, 2011; Peng, 2012; Peng & Woodrow, 2010).”
Investigating the nature of classroom willingness to communicate (WTC): A micro-perspective (2016, background): “Cao and Philip (2006), in turn, examined correlations between trait WTC and actual communicative behavior in three interactional situations: pair work, group work and whole class. Data collected by means of a WTC questionnaire were juxtaposed against information obtained through classroom observatio”
The relationship between second language competence and willingness to communicate: the moderating effect of foreign language anxiety (2020, methodology): “Poor comprehension, either in listening or reading, is considered to be a major interruption that hinders L2 speakers’ intention to communicate (Cao, 2011).”
Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC (2021, background): “Within the confines of the typical classroom, a series of studies (Cao, 2011; Cao & Philip, 2006; Dewaele & Dewaele, 2018; Peng, 2012, 2019; Peng & Woodrow, 2010) suggests that the interplay among aspects of the learner, teacher, classroom instruction (including topics and tasks, interactional patte”
Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings (2017, methodology): “In this study we build on recent research showing the importance of a situated perspective of L2 learners' willingness to communicate (e.g., Cao, 2011; Khajavy, Ghonsooly, Hosseini Fatemi, & Choi, 2016; Peng, 2014; Yashima, 2012) to investigate the relationships between individual and situational…”
Situated willingness to communicate in an L2: Interplay of individual characteristics and context (2018, background): “Cao, 2011, 2014; Pawlak, Mystkowska-Wiertelak, & Bielak, 2015; Peng, 2012). However, research has yet to integrate situated WTC with trait WTC as individual characteristics in order to come to a fuller understanding of WTC as originally conceptualized by MacIntyre et al. (1998). To reach this goal, ”
ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE (2017, background): “Cao (2011, 2014) states that students are usually more willing to communicate in small groups than in whole class activities.”
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).”