scholarly journals Intercultural Sensitivity and Adult Learners’ Willingness to Communicate in English as a Foreign Language

2021 ◽  
Vol 59 ◽  
pp. 93-107
Author(s):  
Małgorzata Jedynak
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Cultural Differences ◽  
Intercultural Sensitivity ◽  
Willingness To Communicate ◽  
Communication Effectiveness ◽  
Quantitative Methodology ◽  
Formal Instruction ◽  
Language Classroom ◽  
New Knowledge

Intercultural sensitivity as coined by Bennett (2015) is a relatively new construct which refers to how an individual construes and makes sense of cultural differences. It is believed that it is not inborn and can be developed through intercultural experiences and formal instruction. Though the concept of intercultural sensitivity has been already investigated, particularly in relation to communication effectiveness; yet it has not been examined through the lens of the learner’s willingness to communicate. Hence, the purpose of the research paper is to investigate intercultural sensitivity and its correlation with willingness to communicate in English as a foreign language. The author employed the quantitative methodology, administering the online intercultural sensitivity and willingness to communicate questionnaires to adult learners of English representing various L1 cultures. The insights from the study may equip us with new knowledge on increasing learners’ willingness to communicate and as a result their engagement in communication in a language classroom.

Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain

2021 ◽  
pp. 136216882110540
Author(s):  
Elvira Barrios ◽  
Irene Acosta-Manzano
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Language Use ◽  
Willingness To Communicate ◽  
French Language ◽  
Study Results ◽  
Language Classroom ◽  
Relative Standing

This study aimed to identify associations and predictors of willingness to communicate (WTC) of adult foreign language (FL) learners and whether they are contingent upon the FL being learned. To this end, our research investigated learner variables associated with WTC in adult FL learners of English and of French in an under-researched field of WTC studies in Spain. More specifically, the following variables were studied: gender, age, level of multilingualism, perceived relative standing in the class, language proficiency, teacher’s use of the FL in class, out-of-class foreign language use (OCFLU) and the two emotions of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). Of the 9 independent variables examined, FLCA and language proficiency were found to be predictors of the WTC of both English and French language learners; additionally, enjoyment was found to be a predictor of WTC of learners of English as a foreign language (EFL) and OCFLU, of learners of French as a foreign language (FFL). Our findings indicate that the construct of WTC needs to be further studied as research may produce dissimilar results depending on the instructional setting, population and foreign language. Pedagogical implications for language teaching practices seeking to enhance adult FL learners’ WTC were also drawn from the study results.

scholarly journals STUDENTS’ WILLINGNESS TO COMMUNICATE USING ENGLISH: A SURVEY STUDY

Paramasastra ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 75
Author(s):  
Ajeng Ayu Rihardini ◽  
Rahmati Putri Yaniafari ◽  
Nur Mukminatien
Keyword(s):  
Foreign Language ◽  
Survey Research ◽  
Research Design ◽  
Teaching And Learning ◽  
Willingness To Communicate ◽  
Survey Study ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
The Common ◽  
Common Problems

In Indonesia, one of the common problems encountered by many English teachers during the process of teaching and learning in the classroom is students’ unwillingness to communicate using English. Having learners who are willing to communicate using English in class is essential in a language classroom that following the communicative approach (Riasati, 2012). This study aims to investigate students’ perceptions towards willingness to communicate using English in the classroom. It employs a quantitative approach, survey research design. To know the students’ willingness to communicate using English, a well-known FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz, E.K., Horwitz, and M. B., Cope J. (1986) was adapted. 115 students of SMK Negeri 10 Malang participated as the respondents. Based on the findings, it is concluded that tenth and eleventh grade students at SMK Negeri 10 Malang have a positive opinion towards willingness to communicate using English in the classroom. They stated that learning and communicating using English is essential and beneficial. However, their willingness to communicate using English itself is quite low and it is quite a serious problem.

scholarly journals Use of Saudi EFL Adult Learners’ L1 to Address Foreign Language Classroom Anxiety

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Khaled Besher Albesher ◽  
Muhammad Sabboor Hussain
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Research Question ◽  
Target Language ◽  
Medium Of Instruction ◽  
Main Research ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

This study highlights the major emotional and psychological factors related to the medium of instruction (use of First Language (L1) in the classroom) in the domain of bilingual education for adult Saudi English as foreign language (EFL) learners. The primary area of emphasis is to consider whether the use of L1 in the class reduces the Foreign Language Classroom Anxiety (FLCA) or it deprives the learners of the real and constant language inputs, viz., the words of the teacher in the target language. Thus, the main research question of the study is how the medium of instruction (use/mixing of Arabic or use of English-only approach) impacts the FLCA (Foreign Language Classroom Anxiety) of Saudi adult learners. The quantitative research tool of survey has been administered on the teachers and students on five-point Likert-scale with the responses ranging from strongly agree to strongly disagree. There are twelve items in the survey and each item tends to explore different psychological dimension of the issue. 100 adult Saudi university students and 100 EFL teachers have responded to these items. The main finding of the study is that learner’s L1 speeds up the language learning process in a natural way if used occasionally and judiciously with the objective of keeping self-esteem and self image of the learners intact and bringing their FLCA down. The research study not only brings to surface the current state of bilingual EFL education in Saudi context, but also puts forth recommendations for learners, teachers, administrators, and policy makers to strengthen English language teaching/learning in EFL perspective in the bilingual context.

scholarly journals Correlation between Anxiety and Willingness to Communicate in the Indonesian EFL Context

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Yana Shanti Manipuspika
Keyword(s):  
Foreign Language ◽  
Pearson Correlation ◽  
Willingness To Communicate ◽  
Language Anxiety ◽  
Strong Positive Correlation ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Research Questions ◽  
Classroom Anxiety

This present study probes the relationship between English as a Foreign Language (EFL) students’ language anxiety and their willingness to communicate. The research questions are threefold: a) What are the types of anxiety experienced by the students, b) What is the anxiety level of them, and c) What is the correlation between foreign language anxiety (FLA) and the willingness to communicate (WTC) of the students. Quantitative descriptive approach was employed and the data were collected from 98 participants in an English Department by making use of the Foreign Language Classroom Anxiety Scale (FLCAS) and Likert-type WTC Scale. Pearson Correlation test was run to provide answers of the research questions. The results of this study indicated a strong positive correlation between learners’ foreign language classroom anxiety and their willingness to communicate. Fear of negative evaluation, test anxiety, and communication apprehension were the students’ types of anxiety. In addition, students had high level of anxiety, which in turn, made them difficult in dealing with language learning process and tend to have low desire to speak. Therefore, this study tries to highlight whether anxiety is a significant barrier to WTC, to determine the types and level of FLA, as well as to provide suggestions to help minimize the anxiety.

scholarly journals L’immersion fictionnelle, ou comment concilier art et émotion en cours de langue

2014 ◽  
Vol 11 (1) ◽  
pp. 89-100
Author(s):  
Catherine Muller
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Real World ◽  
Nous Proposons ◽  
The Real ◽  
Mise En Œuvre ◽  
Artistic Experience ◽  
Language Classroom ◽  
Stage Directors

Cet article porte sur l’expérience artistique en classe de langue sous l’angle des réactions verbales. Nous proposons d’analyser les interactions orales recueillies lors d’une activité de commentaire de photographies mise en œuvre en classe de français enseigné comme langue étrangère auprès d’apprenants adultes en contexte pluriculturel. Notre perspective est focalisée sur l’une des formes de réception des œuvres, l’immersion fictionnelle. Grâce à une analogie perçue entre l’univers fictionnel et le monde réel, les apprenants construisent de l’empathie envers l’un des personnages de la photographie, ce qui les amène à participer pleinement à la fiction. Ce phénomène se manifeste par l’attribution de paroles aux personnages de l’image. C’est à travers la notion de polyphonie énonciative que nous étudions différents extraits recueillis devant la photographie Les mariés d’Arthur Tress. Lorsque les apprenants font précéder les énoncés des personnages d’un verbe introducteur, ils se comportent comme des metteurs en scène donnant des instructions à leurs comédiens. Lorsque leurs énoncés sont dépourvus de verbes de dire, ils incarnent véritablement les personnages à la manière d’acteurs. Fictional Immersion: Combining Art and Emotion in the Language Classroom Abstract: The article deals with the verbal reactions induced by an artistic experience in a language classroom. Our perspective is to analyze the oral interactions triggered by an activity asking adult learners to comment on photographs in lessons of French taught as a foreign language in a pluricultural context. This paper focuses on fictional immersion, which is one of the possible reactions to the pictures. As they perceive a form of analogy between the fictional universe and the real world, the students build empathy with one of the characters in the photograph, which encourages them to fully participate in the fiction. They speak the parts of the characters on the image. The notion of enunciative polyphony helps us to study different excerpts where the students comment on the photograph Bride and Groom by Arthur Tress. When the learners use a verb to introduce the characters’ utterances, they behave as stage directors giving instructions to actors. When they do not use such verbs, they truly embody characters, just like actors do.

scholarly journals Drama: Threat or Opportunity? Managing the ‘Dual Affect’ in Process Drama

2014 ◽  
Vol VIII (1) ◽  
pp. 52-68
Author(s):  
Erika Piazzoli ◽  
Claire Kennedy
Keyword(s):  
Foreign Language ◽  
Research Study ◽  
Willingness To Communicate ◽  
Target Language ◽  
Process Drama ◽  
Advanced Learners ◽  
Teaching Context ◽  
Language Classroom ◽  
Protection Mechanisms ◽  
Aesthetic Distance

In this paper we discuss the construct of ‘dual affect’ and its relevance to drama pedagogy in a foreign language teaching context. We draw on a research project involving a group of advanced learners of Italian using drama-based strategies. We begin with a theoretical discussion of dual affect, aesthetic distance, and protection mechanisms in the drama/language classroom. Next, we contextualise the research study and analyse student-participants’ responses in selected moments of the drama. The analysis suggests that, while some student-participants experienced the dual affect of drama as a threat, others found it a stimulus for reflection and a challenge. We argue that this may have had an impact on their perceived learning outcomes and on their willingness to communicate in the target language. We take this opportunity to reflect on the importance of managing dual affect in the process drama classroom, especially when working with advanced language students who have no prior experience in drama-based pedagogy.

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