Motivation, international posture, and willingness to communicate as predictors of L2 communication in online contexts

2021 ◽  
Vol 16 (2) ◽  
pp. 158
Author(s):  
Shima Balouchi ◽  
Arshad Abd. Samad ◽  
Habibah Ab Jalil ◽  
Nooreen Noordin
Keyword(s):  
Willingness To Communicate ◽  
International Posture

scholarly journals Promoting international posture through history as content and language integrated learning (CLIL) in the Japanese context

2015 ◽  
Vol 5 (1) ◽  
pp. 87-108 ◽  
Author(s):  
Thomas Lockley
Keyword(s):  
Critical Thinking ◽  
Conceptual Framework ◽  
Willingness To Communicate ◽  
Small Scale ◽  
Integrated Learning ◽  
Qualitative Investigation ◽  
Japanese University ◽  
International History ◽  
International Posture ◽  
Japanese Learners

This article uses the conceptual framework of second language willingness to communicate (L2 WTC), and in particular the contributory construct of international posture (IP; Yashima, 2002), to report on a content and language integrated learning (CLIL) course taught in the Japanese university context. The research follows up an exploratory, small-scale study with a focused qualitative investigation. Due to space restrictions the current paper reports only on the key qualitative findings and attempts to build a picture of how the theme of the course, Japanese international history, affected learners’ IP, a construct that has been shown to be key to Japanese learners of English’s L2 WTC (Yashima, 2002). It is shown that after completing the course, learners felt more connected to the wider world, and as a result IP developed in varied and meaningful ways, seemingly increasing L2 WTC and stimulating critical thinking facilities both within and without the classroom.

scholarly journals JALT2015 Conference Article: Plenary Speaker Interview

2015 ◽  
Vol 39 (4) ◽  
pp. 17
Author(s):  
Stephen Ryan
Keyword(s):  
Language Learning ◽  
Willingness To Communicate ◽  
Teaching Techniques ◽  
Conference Theme ◽  
Challenges And Opportunities ◽  
Long Time ◽  
Major Shift ◽  
International Posture ◽  
International Profile ◽  
To Come

The theme of JALT2015—Focus on the Learner—is a timely one highlighting a major shift in our field, from one dominated by descriptions of language and teaching techniques to a greater consideration of the contributions learners make to their own language learning. It is particularly apt that JALT should choose this as a conference theme since researchers from Japan have been at the forefront of this shift. In fact, Japan-based researchers have been so prominent in recent years that it is very easy to forget that this has not always been the case and that for a very long time many researchers in Japan felt disconnected or even isolated from theoretical advances occurring elsewhere. A key figure in the rise of the international profile of Japanese research into individual learner characteristics is this year’s plenary speaker Tomoko Yashima. Her pioneering research into L2 willingness to communicate (WTC) and, in particular, her development of the concept of international posture inspired a generation of Japan-based researchers—myself included—to have the confidence to come up with our own theories and explanations of what is happening in our classrooms, as opposed to slavishly attempting—usually unsuccessfully—to apply models and theories developed elsewhere. Recently I was fortunate to share a conversation with Tomoko, in which I had the opportunity to ask her about her work, her views on some of the main challenges and opportunities facing language educators in Japan, and her thoughts on JALT 2015.

scholarly journals Willingness to Communicate in English among Iranian EFL Students

2016 ◽  
Vol 9 (5) ◽  
pp. 33 ◽  
Author(s):  
Mohammad Aliakbari ◽  
Mohsen Kamangar ◽  
Reza Khany
Keyword(s):  
Foreign Language ◽  
Structural Equation ◽  
Willingness To Communicate ◽  
Equation Modeling ◽  
Self Confidence ◽  
Modeling Analysis ◽  
Proposed Model ◽  
Efl Students ◽  
International Posture ◽  
Made In

<p>Much has been written on the determinants that can expedite or hinder learners’ willingness to communicate in second and foreign language contexts. Though the literature is abundant with studies on many of these variables, little if any can be found to have targeted EFL students of private institutes in Iran. An effort was made in this study to examine the simultaneous impact of anxiety, self-confidence, communicative competence, and international posture on 194 Iranian EFL students’ willingness to communicate. To this end, a structural equation modeling analysis was used to examine the proposed model of the study. The results revealed that students’ willingness to communicate is directly related to their attitude toward the international community, their perceived linguistic competence and self-confidence. The study concludes with certain pedagogical implications.</p>

Development of the L2 Motivational Self System: English at a University in Japan

2014 ◽  
Vol 36 (2) ◽  
pp. 153 ◽  
Author(s):  
Scott Aubrey
Keyword(s):  
Structural Equation ◽  
English Language ◽  
Structural Equation Models ◽  
Japanese Learners Of English ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
Motivational Structure ◽  
International Posture ◽  
Japanese Learners ◽  
Self System

This paper reports on a study investigating changes in L2 motivation for Japanese learners of English as they completed their first communicative English language course at university. I aim to describe the strength and structure of students’ motivation and the degree to which these changed over one semester. A 36-item questionnaire was used to measure components of the L2 Motivational Self System and International Posture. The questionnaire was administered twice to 202 second-year university students in Japan: during the first week of the semester and 11 weeks later. Structural equation models were created to describe the causal relationships between motivational variables for the two time periods. Paired t tests revealed that both motivated learning behavior and ought-to L2 self significantly increased over the semester. A comparison of the two models indicated that there was a change in the motivational structure from Week 1 to Week 12. 本研究は、英語学習者の動機づけの強さと構造、及びその変化に焦点をあて、日本人大学生の外国語（L2）に対する動機づけの変化を調査した。大学で最初に履修するコミュニケーション英語の授業を対象に、第2言語習得を動機づける自己システム（L2 Motivational Self System）と国際志向性の2側面を測定する36項目からなる質問紙を作成し、2年生202名に対して授業第1週目とその11週間後に調査を実施した。分析は、まず構造方程式モデリングで2回の調査間の動機づけの変化を分析し、それに基づき対応のあるt検定を実施した。分析の結果、動機づけの高い学習行動と義務自己ought-to selfに関する数値が1学期を通して向上したことが明らかになった。

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