Sustaining Short-Term Exchange Students’ Willingness to Communicate in Second Language in Multilingual Classrooms

RELC Journal ◽  
2021 ◽  
pp. 003368822110355
Author(s):  
Fei Deng ◽  
Jian-E Peng
Keyword(s):  
Second Language ◽  
Classroom Environment ◽  
Qualitative Content Analysis ◽  
Willingness To Communicate ◽  
Exchange Students ◽  
Short Term ◽  
Speaking Up ◽  
Multilingual Classrooms ◽  
Oral Participation ◽  
Fitting In

This study explores changes in willingness to communicate in a second language (L2 WTC) inside multilingual classrooms among short-term exchange students. Data were collected from eight Chinese exchange students studying in three universities in Canada and two instructors teaching in one of these universities through in-depth interviews. Qualitative content analysis was conducted and three patterns of WTC changes were found: positive, negative, and no apparent changes. Three main factors underlying these changes were identified, which include students’ perceptions of values in speaking up, sense of fitting in, and classroom environment. The two instructors from the host university provided positive comments and supportive suggestions regarding international students’ L2 WTC and oral participation in multilingual classrooms. This study highlights the importance of sustaining short-term exchange students’ L2 WTC through concerted efforts from students and teachers for maximizing the effectiveness of study abroad programs.

The role of immersion learning in the acquisition and processing of L2 gender agreement

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gabrielle Klassen ◽  
Aline Ferreira ◽  
John W. Schwieter
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Morphological Variability ◽  
Selection Task ◽  
Gender Agreement ◽  
Short Term ◽  
Term Study ◽  
Reading Task ◽  
Short Term Study

Abstract In this paper, we examine the effects of learning environment on second language (L2) gender agreement. English speakers learning L2 Spanish participated in a self-paced reading task and a picture selection task prior to and after a short-term study abroad experience. The results from the self-paced reading task showed that their reliance on the masculine article as the default (e.g., McCarthy, Corrine. 2008. Morphological variability in the comprehension of agreement: An argument for representation over computation. Second Language Research 24(4). 459–486) was reduced over time abroad. Findings from the picture selection task showed that the learners did not attend to the gender of articles unless it was their only cue, but that after the study abroad experience they began to use gender as an anticipatory cue for lexical selection. We interpret these results as support for an adapted version of the Shallow Structures Hypothesis (Clahsen, Harald & Claudia Felser. 2006a. Grammatical processing in language learners. Applied Psycholinguistics 27(1). 3–42; Clahsen, Harald & Claudia Felser. 2006b. How native-like is non-native language processing? Trends in Cognitive Sciences 10(12). 564–570) and the notion that in immersion contexts L2 learners shift their parsing strategy to be more communicatively focused (Schwieter, John W. & Gabrielle Klassen. 2016. Linguistic advances and learning strategies in a short-term study abroad experience. Study Abroad Research in Second Language Acquisition and International Education 1(2). 217–247).

scholarly journals Nursing preceptorship, a supportive and reflective approach for promoting a healthy working environment: a multi-methods design

2021 ◽  
pp. 205715852110252
Author(s):  
Verena Jochim ◽  
Kristina Rosengren
Keyword(s):  
Quality Improvement ◽  
Quality Indicators ◽  
Role Models ◽  
Qualitative Content Analysis ◽  
Working Environment ◽  
Eastern Region ◽  
Staff Turnover ◽  
Short Term ◽  
Annual Survey ◽  
Healthy Working

Shortage of nurses negatively influences the working environment in hospitals, by placing extra burden on newly graduated nurses. Thus, it is important to improve the knowledge and skills of nurses to increase their confidence levels. Experienced nurses serve as role models for junior nurses. This study aimed to describe and analyze a project with a nursing preceptorship in an internal medicine ward in the eastern region of Sweden. Standards for Quality Improvement Reporting Excellence (SQUIRE 2.0) were used in the multi-method approach. Quality indicators, staff turnover, short-term absence, and annual survey were analyzed using descriptive statistics. Moreover, two focus group interviews were analyzed using qualitative content analysis. The results showed marginal improvements due to quality indicators and working environment, and decreased staff turnover and short-term absenteeism. Two factors, ‘supportive working environment’ and ‘improvement in nursing’, were identified. The study concluded that selection of nurse preceptors with expertise and interest in supportive and reflective approaches is significant for promoting a healthy working environment. Moreover, interventions such as nursing preceptorship facilitate implementation (<one year) and evaluation using a multi-method design to describe, explain, and understand the possible considerations and consequences of quality improvement in healthcare.

Creating Critical Literacy Praxis: Bridging the Gap between Theory and Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822098266
Author(s):  
Tsung-han Weng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Critical Literacy ◽  
Classroom Environment ◽  
Theory And Practice ◽  
Teaching English ◽  
Speakers Of Other Languages ◽  
Literacy Implementation ◽  
Critical Literacy Pedagogy ◽  
Literacy Research

Although research in critical literacy has long been conducted in English as a second language contexts, a modicum of critical literacy research in English as a foreign language (EFL) contexts in which English is seldom used outside the classroom environment has also been undertaken. This article aims to discuss the introduction of critical literacy in the Teaching English to Speakers of other Languages (TESOL) profession, which has been neglected by TESOL researchers and practitioners in EFL contexts. The article reviews and synthesizes the existing literature by providing conceptualizations of the critical literacy approach to TESOL, examples of critical literacy implementation, and the benefits and challenges of implementing critical literacy pedagogy. The article concludes by calling for more critical literacy research in EFL contexts.

Adult Chinese as a Second Language Learners' Willingness to Communicate in Chinese: Effects of Cultural, Affective, and Linguistic Variables

2017 ◽  
Vol 120 (3) ◽  
pp. 423-442 ◽  
Author(s):  
Meihua Liu
Keyword(s):  
Second Language ◽  
Length Of Stay ◽  
Language Learners ◽  
Second Language Learners ◽  
Willingness To Communicate ◽  
Anxiety Scale ◽  
Linguistic Variables ◽  
Speaking Anxiety ◽  
Proficiency Level ◽  
Chinese Learning

The present research explored the effects of cultural, affective, and linguistic variables on adult Chinese as a second language learners' willingness to communicate in Chinese. One hundred and sixty-two Chinese as a second language learners from a Chinese university answered the Willingness to Communicate in Chinese Scale, the Intercultural Sensitivity Scale, Chinese Speaking Anxiety Scale, Chinese Learning Motivation Scale, Use of Chinese Profile, as well as the Background Questionnaire. The major findings were as follows: (1) the Willingness to Communicate in Chinese Scales were significantly negatively correlated with Chinese Speaking Anxiety Scale but positively correlated with length of stay in China and (2) Chinese Speaking Anxiety Scale was a powerful negative predictor for the overall willingness to communicate in Chinese and the Willingness to Communicate in Chinese Scales, followed by length of stay in China, Chinese Learning Motivation Scale, interaction attentiveness, and Chinese proficiency level. Apparently, students' willingness to communicate in Chinese is largely determined by their Chinese Speaking Anxiety Scale level and length of stay in China, mediated by other variables such as Chinese proficiency level and intercultural communication sensitivity level.

The intersectionality of teacher immediacy, emotioncy and willingness to communicate in higher education context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Asieh Amini ◽  
Hiwa Weisi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Structural Equation ◽  
English Language ◽  
Pearson Correlation ◽  
Small Sample ◽  
Willingness To Communicate ◽  
Equation Modeling ◽  
Teacher Immediacy ◽  
Content Type

PurposeGiven the significance of willingness to communicate and its integral role in the field of foreign/second language acquisition (F/SLA), this quantitative study intends to examine the relationship between sensory emotioncy types and teacher immediacy with second language learners' willingness to communicate (WTC).Design/methodology/approachA total number of 280 students majoring in teaching English as a Foreign Language (TEFL), and English Language and Literature completed three scales of Sensory Emotioncy Type (SET), Willingness to Communicate and Teacher Immediacy (TI). For data analysis, Pearson correlation coefficient, multiple regression analysis and structural equation modeling (SEM) were employed.FindingsThe results of SEM showed that learners' WTC was significantly predicted by emotioncy and teacher immediacy. Further, reports from correlational and regression analyses revealed a significantly positive correlation, first, between teacher immediacy and learners' WTC, secondly, between emotioncy and learners' WTC.Research limitations/implicationsThe main limitation of this study was that the participants were selected from one context with relatively a small sample which might restrict the generalization. Nonetheless, the present study findings might extend ancillary horizons and provided worthwhile insights into the perception of teacher immediacy and emotioncy on students' willingness to communicate.Practical implicationsThe significance of the current study lies in its theoretical contribution to the notion of WTC and its pedagogical implications and suggestions to the benefits of rejuvenating second language teaching and learning. Findings of this study help pre-service and in-service teachers in providing them more robust picture of learners' individual differences; and hence exert the most appropriate tasks which learners have the most degree of familiarity and better to say, emotioncy.Originality/valueIn the current study notable results were obtained which would be efficacious to the present literature on the EFL teacher immediacy, emotioncy and willingness to communicate. First and foremost, the findings added to a growing body of literature on emotioncy as a relatively novel concept in academic settings and teacher immediacy , and willingness to communicate which have gained scant attention in the field.

Social Networks and the Willingness to Communicate: Reciprocity and Brokerage

2018 ◽  
Vol 38 (2) ◽  
pp. 194-214
Author(s):  
H. Colin Gallagher
Keyword(s):  
Second Language ◽  
Social Network ◽  
English For Academic Purposes ◽  
Willingness To Communicate ◽  
Network Ties ◽  
Structural Variables ◽  
Psychological Models ◽  
Reciprocal Structures ◽  
Discussion Partners ◽  
Network Patterns

Psychological models of second language (L2) communication have focused on cognitive, affective, and motivational precursors to L2 communication, while largely neglecting sociostructural factors. One way to conceptualize structural variables is in terms of social network reciprocity (mutually acknowledged network ties) and brokerage (social intermediaries). To investigate whether network positions predict willingness to communicate in the second language (L2 WTC), a cohort of English-for-Academic-Purposes students ( N = 67) was surveyed about discussion partners within the group. An autologistic actor attribute model was used to examine social network patterns of L2 WTC. As hypothesized, students involved in reciprocal structures reported stronger L2 WTC, as well as those in brokerage positions between larger social clusters. Contrary to initial hypotheses, local forms of brokerage held a negative association with WTC, suggesting the possible role of network closure. Results indicate that communicativeness is supported by tight-knit predictable exchanges, and by being in a position to influence the social diffusion of information.

scholarly journals Switches to English during French Service Encounters: Relationships with L2 French Speakers’ Willingness to Communicate and Motivation

2016 ◽  
Vol 33 (1) ◽  
pp. 22 ◽  
Author(s):  
Stephanie McNaughton ◽  
Kim McDonough
Keyword(s):  
Second Language ◽  
Service Provider ◽  
Exploratory Study ◽  
Willingness To Communicate ◽  
Service Encounters ◽  
Motivation To Learn

This exploratory study investigated second language (L2) French speakers’ service encounters in the multilingual se ing of Montreal, specifically whether switches to English during French service encounters were related to L2 speakers’ willingness to communicate or motivation. Over a two-week period, 17 French L2 speakers in Montreal submitted online questionnaires after they concluded service encounters that they had initiated in French. Their willingness to communicate in French was higher when the service provider did not switch to English; however, the frequency of English switches was not related to their general motivation to learn French. Possible reasons for language switches are explored, and pedagogical implications are highlighted. Ce e étude exploratoire porte sur des consultations qu’ont eues des locuteurs de français L2 dans le milieu plurilingue qu’est Montréal; plus précisément, les auteures se penchent sur la question de savoir si les transferts du français vers l’anglais pendant les consultations étaient liés à la volonté des locuteurs L2 à communiquer ou à la motivation. Au cours d’une période de deux semaines, 17 locuteurs de français L2 à Montréal ont complété des questionnaires en ligne après avoir eu des consultations qu’ils avaient initiées en français. Ils étaient plus motivés à communiquer en français quand le fournisseur de services ne passait pas à l’anglais; toutefois, la fréquence des transferts vers l’anglais n’était pas liée à leur motivation générale pour apprendre le français. Les auteures évoquent des raisons possibles pour le passage à l’anglais et en soulignent les répercussions pédagogiques. 

scholarly journals Affect and willingness to communicate in digital game-based learning

ReCALL ◽  
2014 ◽  
Vol 27 (1) ◽  
pp. 38-57 ◽  
Author(s):  
Hayo Reinders ◽  
Sorada Wattana
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Digital Games ◽  
Willingness To Communicate ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Program ◽  
Barriers To Learning ◽  
Learning And Teaching

AbstractThe possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact does gameplay have on students’ perceptions of themselves as learners, and how does this affect their learning practice? These questions are important as they are likely to influence the success of digital game-based language learning, and as a result the way teachers might integrate games into the curriculum. In this study we investigated the experiences of five students who had participated in a fifteen-week game-based learning program at a university in Thailand. We conducted six interviews with each of them (for a total of 30 interviews) to identify what impact gameplay had in particular on their willingness to communicate in English (MacIntyre, Dörnyei, Clément & Noels, 1998). The results showed that gameplay had a number of benefits for the participants in this study, in particular in terms of lowering their affective barriers to learning and increasing their willingness to communicate. We discuss the implications of these results in terms of further research and classroom practice.

scholarly journals Study Abroad and Willingness to Communicate: A Case Study at Junior High School

2015 ◽  
Vol 39 (3) ◽  
pp. 3
Author(s):  
Adrian Leis
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Study Abroad ◽  
Language Learning ◽  
Junior High School ◽  
Junior High ◽  
Willingness To Communicate ◽  
School Students ◽  
Study Abroad Program

The goal of this paper is to gain a deeper understanding of whether a short study abroad program is effective in increasing its participants’ willingness to communicate in a second language. Using a questionnaire designed by Yashima (2002), a pre-post design study was used to examine a sample of 80 Japanese junior high school students who participated in a ten-day study abroad program to Sydney, Australia. The results indicate that although there were no statistically significant differences seen in the second language learning motivation of the students participating in the study abroad program, there were salient decreases observed in the anxiety students felt towards speaking English. Furthermore, as clear differences were seen in international posture, joining the study abroad program also meant that students felt more a part of the global community. Based on these results, the author concludes that traveling abroad for the purposes of study is indeed effective for adolescent learners of English, helping them feel more comfortable using the language as a tool for communication. 本論の目的は、短期海外研修参加者の第2言語におけるWillingness to Communicate (WTC) の向上に及ぼす効果について、より深い知見を獲得することである。八島（2002）によって作成されたアンケートを用い、シドニー•オーストラリアでの10日間の海外研修に参加した80人の日本人中学生のサンプルを事前事後調査方式で研究を行った。結果からわかったことは、統計的にみると海外研修に参加した生徒の第2言語における学習意欲には有意差が見られなかったが、生徒が英語を話すことに対して抱いていた不安の軽減が顕著に見られたということである。さらに、国際的な姿勢に明らかな差異が見られ、海外研修への参加は、生徒が国際社会の一員としての認識を強めるものとなっていた。これらの結果により、筆者は、学習を目的とする海外研修は英語を学ぶ生徒には非常に効果があり、海外研修によって生徒たちはより安心感を持って言語をコミュニケーションツールとして用いることができるようになったとの結論に達した。

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