scholarly journals Willingness to Communicate from Indonesian Learners’ Perspective

2018 ◽  
Vol 3 (2) ◽  
pp. 168
Author(s):  
Eka Fadilah
Keyword(s):  
Individual Differences ◽  
Cultural Context ◽  
English Proficiency ◽  
Willingness To Communicate ◽  
Linguistic Competence ◽  
Classroom Discussion ◽  
Naturalistic Inquiry ◽  
Classroom Communication ◽  
Classroom Context ◽  
Face To Face

The present study is aimed at investigating dynamic complex systems and sub-systems underlying students’ willingness to communicate (WTC) in the classroom context. The fact that students’ reticence still arises during the classroom discussion until to date. It is insufficient to see students’ willingness to communicate from a single perspective. Seen from dynamic complex theory, the present study postulates the systems and sub-systems underlying students’ willingness to communicate in L2 that are dynamic and interconnected one to another. I conducted a naturalistic inquiry by investigating eight Indonesian university students (4 low English proficiency students and 4 high English proficiency students). A number of research instruments (face to face interview, online interview, and students’ log) were used to collect the data with regard to the students’ participation in the classroom. The finding reveals that classroom systems such as social and classroom context, linguistic competence, individual differences, and cultural context affect participants’ WTC in L2. Those systems encompass some sub-systems interacting and interconnecting one to another that affect classroom communication in second language.

Students’ Evaluation of Online Discussion

2013 ◽  
pp. 173-189
Author(s):  
Yun Xia
Keyword(s):  
Qualitative Analysis ◽  
Cultural Context ◽  
Online Discussion ◽  
Classroom Context ◽  
Face To Face ◽  
Learning Contexts ◽  
Cognitive Context ◽  
Technological Context

This chapter reports on a study in which different learning contexts in an online discussion were constructed, and the effects of these contexts on learning were explored. From a qualitative analysis of data, six themes emerged and were organized to four learning contexts in online discussion: (1) social cultural context; (2) face-to-face classroom context; (3) online context; (4) technological context. The learning contexts in online discussion were then classified into two categories: emotive context and cognitive context.

scholarly journals ENGLISH PROFICIENCY AS A PREDICTOR OF EFFECTIVE CLASSROOM COMMUNICATION: A CASE STUDY OF TERTIARY INSTITUTIONS IN NORTH CENTRAL NIGERIA

2021 ◽  
Vol 9 (04) ◽  
pp. 495-500
Author(s):  
Muhammad-Badar S. Jibrin ◽  
◽  
Thomas Adubika ◽  
Keyword(s):  
English Proficiency ◽  
Linear Regression Analysis ◽  
Classroom Interaction ◽  
Self Report ◽  
Classroom Communication ◽  
North Central ◽  
Tertiary Institutions ◽  
The North ◽  
Instrument Measuring ◽  
Predictive Role

The purpose of this present study was to determine the predictive role of English proficiency on effective classroom communication using undergraduates from tertiary institutions in the North Central of Nigeria. Two hundred and thirty undergraduates (n=230) were randomly selected from Kogi and Benue states as the participants. Data for the study was collected using a self-report instrument measuring English proficiency and classroom communication as operationalized in the study. Linear regression analysis was conducted on the data, and the result showed that English proficiency statistically significantly predicted classroom communication. The study concludes that English proficiency is a determinant of student-teacher classroom interaction. The practical implications are discussed.

scholarly journals Indonesian EFL Learners’ Willingness to Communicate in the Instructional Context

2019 ◽  
Vol 4 (2) ◽  
pp. 215
Author(s):  
Suci Nugrah Amalia ◽  
Abdul Asib ◽  
Sri Marmanto
Keyword(s):  
Classroom Environment ◽  
Influential Factors ◽  
Willingness To Communicate ◽  
Survey Study ◽  
State Universities ◽  
Self Awareness ◽  
Classroom Context ◽  
Efl Learners ◽  
Self Confidence ◽  
Seating Arrangement

The principal goal of L2 education is to enhance learners’ willingness to communicate (WTC). Hence, this survey study was undertaken with the purpose of exploring Indonesian EFL learners’ WTC especially in a classroom context or the so-called Instructional WTC (IWTC) in order to know the conditions triggering their willingness and unwillingness to communicate using L2. This survey applied descriptive quantitative method where 100 EFL learners from three State Universities in Indonesia were involved as the respondents. The respondents are the English students of IAIN Curup Bengkulu, Universitas Sebelas Maret (UNS) Surakarta and Universitas Musamus Merauke Papua. Those universities represent three of five major islands in Indonesia. A questionnaire was distributed to the respondents in order to explore their WTC in six IWTC components comprising communicative self-confidence, integrative orientation, situational context of L2 use, topical enticement, learning responsibility, and off-instruction communication. The findings revealed that group size, classroom environment, students’ cohesiveness, familiarity to the topic, degree of topic preparation, classroom seating arrangement, gender, self-awareness, and familiarity with interlocutors were the factors that affected learners’ WTC. Further studies are highly recommended to deeply explore the teaching activities done by teachers by considering the influential factors of learners’ willingness and unwillingness to communicate as an effort to maximize their WTC.

scholarly journals Postnatal Depression in Malaysia: Perspectives of Stakeholder on Awareness Medium

2021 ◽  
Vol 20 (2) ◽  
Author(s):  
Aishah Siddiqah Alimuddin ◽  
Tuti Iryani Mohd Daud ◽  
Umi Adzlin Silim ◽  
Mohd Abdul Wahab Fatoni Mohd Balwi ◽  
Ani Amelia Zainuddin ◽  
...  
Keyword(s):  
Postnatal Depression ◽  
Cultural Context ◽  
Help Seeking ◽  
Qualitative Approach ◽  
University Hospital ◽  
Educational Video ◽  
Educational Tool ◽  
Purposive Sampling ◽  
Face To Face ◽  
Local Setting

INTRODUCTION: Postnatal depression is a highly prevailing illness, yet underdiagnosed. Untreated, it carries a transgenerational impact, and therefore promoting awareness for it has to be of high priority. This research explored the elements of an educational tool to develop awareness for postnatal depression as preferred by stakeholders. MATERIALS AND METHOD: A descriptive qualitative approach using semi-structured face-to-face interviews were conducted, where nine participants were recruited via purposive sampling from a university hospital in Malaysia. Interviews with each participant were audio-recorded and transcribed to verbatims. Emergent themes were identified during the analysis. RESULTS: Four consistent themes regarding elements for an educational tool were derived as follows: Foundations of the tool, Illness circumstances, Support bases, and Matters of perspective. CONCLUSION: An educational video within the local setting should involve the usage of a short emotionally driven video, highlighting illness- and treatment-related content, and addressing the preference and concerns of women within the religious and cultural context. The use of edutainment as an educational tool is replicable and has a high outreach even to those who are illiterate. The findings can be used in the tailored development of an educational video on postnatal depression which will benefit local women by creating awareness and encouraging early help-seeking.

scholarly journals Enhancing English Learners’ Willingness to Communicate through Debate and Philosophy Inquiry Discussion

2017 ◽  
Vol 10 (8) ◽  
pp. 145
Author(s):  
Mardziah Shamsudin ◽  
Moomala Othman ◽  
Maryam Jahedi ◽  
Dalia Aralas
Keyword(s):  
Second Language ◽  
Data Analysis ◽  
English Learners ◽  
Discussion Group ◽  
T Test ◽  
Willingness To Communicate ◽  
Classroom Discussion ◽  
Paired Samples ◽  
Esl Learners ◽  
The Impact

The present study investigated the impact of two instructional methods, Debate and Philosophy Inquiry (PI), in enhancing Willingness to Communicate (WTC) among two groups of English as a Second Language (ESL) learners who were randomly selected. In each group there were sixteen participants. The researchers used independent samples t-test and paired samples t-test to analyze the collected data. The data analysis using paired samples t-test showed that both methods of instruction have a significant effect on learners’ WTC. However, the learners’ WTC increased more in Debate group comparing to the Philosophy Inquiry classroom discussion group. The results indicate that Debate is more effective than Philosophy Inquiry classroom discussion in enhancing ESL learners’ WTC.

Situated willingness to communicate in an L2: Interplay of individual characteristics and context

2016 ◽  
Vol 22 (1) ◽  
pp. 115-137 ◽  
Author(s):  
Tomoko Yashima ◽  
Peter D. MacIntyre ◽  
Maiko Ikeda
Keyword(s):  
Foreign Language ◽  
Individual Performance ◽  
Individual Characteristics ◽  
Willingness To Communicate ◽  
Contextual Influences ◽  
Classroom Context ◽  
Research Attention ◽  
Japanese University ◽  
Quantitative Studies ◽  
Response Feedback

Recently, situated willingness to communicate (WTC) has received increasing research attention in addition to traditional quantitative studies of trait-like WTC. This article is an addition to the former but unique in two ways. First, it investigates both trait and state WTC in a classroom context and explores ways to combine the two to reach a fuller understanding of why second language (L2) learners choose (or avoid) communication at given moments. Second, it investigates the communication behavior of individuals and of the group they constitute as nested systems, with the group as context for individual performance. An interventional study was conducted in a class for English as a foreign language (EFL) with 21 students in a Japanese university. During discussion sessions in English over a semester in which Initiation–Response–Feedback (IRF) patterns were avoided to encourage students to initiate communication, qualitative data based on observations, student self-reflections, and interviews and scale-based data on trait anxiety and WTC were collected. The analyses, which focused on three selected participants, revealed how differences in the frequency of self-initiated turns emerged through the interplay of enduring characteristics, including personality and proficiency, and contextual influences such as other students’ reactions and group-level talk–silence patterns.

The interplay of individual differences and context of learning in behavioral and neurocognitive second language development

2017 ◽  
Vol 34 (1) ◽  
pp. 67-101 ◽  
Author(s):  
Mandy Faretta-Stutenberg ◽  
Kara Morgan-Short
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Individual Differences ◽  
Study Abroad ◽  
Cognitive Abilities ◽  
Learning Ability ◽  
Classroom Context ◽  
Online Processing ◽  
Context Of Learning ◽  
At Home

In order to understand variability in second language (L2) acquisition, this study addressed how individual differences in cognitive abilities may contribute to development for learners in different contexts. Specifically, we report the results of two short-term longitudinal studies aimed at examining the role of cognitive abilities in accounting for changes in L2 behavioral performance and neurocognitive processing for learners in ‘at-home’ and ‘study-abroad’ settings. Learners completed cognitive assessments of declarative, procedural, and working memory abilities. Linguistic assessments aimed at determining behavioral sensitivity and online processing of L2 Spanish syntax were administered before and after a semester of study in either a traditional university classroom context (Experiment 1) or a study-abroad context (Experiment 2). At-home learners evidenced behavioral gains, with no detected predictive role for individual differences in cognitive abilities. Study-abroad learners evidenced behavioral gains and processing changes that were partially accounted for by procedural learning ability and working memory. Taken together, these results provide preliminary insight into how individual differences in cognitive abilities may contribute to behavioral and neural processing changes over time among learners in different natural contexts.

scholarly journals Exploring the influence of the curriculum on student learning in culturally and ethnically diverse classroom contexts: Praxis, paradoxes and perspectives of stakeholders

2019 ◽  
Vol 24 (2) ◽  
pp. 53-64
Author(s):  
Ganga B. Gurung ◽  
David Moltow ◽  
Peter Brett
Keyword(s):  
Student Learning ◽  
Ethnically Diverse ◽  
School Curriculum ◽  
Classroom Context ◽  
Structured Interviews ◽  
Group Discussions ◽  
Face To Face ◽  
Diverse Classroom ◽  
Qualitative Research Design ◽  
Perceptions Of Students

This paper explores the perceptions and lived experiences of Nepalese educators and stakeholders in relation to the school curriculum and its influence upon student learning in a culturally and ethnically diverse classroom context. The study adopted a qualitative research design using face-to-face semi-structured interviews and focus group discussions to gather the perceptions of students, teachers, school principals and curriculum experts from three different schools representing distinct and diverse Nepalese settings. The findings identified that there are six main factors that affect curriculum delivery in Nepal: a centralised education system; social, economic and cultural diversity; political instability; curriculum content; the involvement of curriculum development stakeholders; and teachers’ content and pedagogical knowledge and related attributes. These six factors all contribute to a significant influence on student learning.

scholarly journals Willingness to Communicate in English among non-English Major Malaysian Undergraduates

2020 ◽  
Vol 1 ◽  
pp. 1-6
Author(s):  
Siti Bahirah Saidi
Keyword(s):  
Great Emphasis ◽  
Willingness To Communicate ◽  
Target Language ◽  
Alternative View ◽  
Dynamic Variable ◽  
Communicative Skills ◽  
Face To Face ◽  
Proficiency Level ◽  
Level Data ◽  
English Major

Current policies to second language teaching (L2) put great emphasis on improving the communicative skills of the learners. Teachers, however, found that some learners avoid L2 communication despite their excellent proficiency level in the target language.  The literature on learners' reticence highlights the considerable number of studies available on willingness to communicate (WTC). However, most of the studies were conducted in the contexts that bear little resemblance to a multicultural Malaysia. The present study aimed to explore how interlocutors and contexts contribute to the participants' WTC level. Data were gathered through face-to-face interviews (n = 14). The findings revealed that the participants' WTC fluctuate across interlocutors and contexts. The evidence from the current findings confirms the notion that WTC is a dynamic variable. However, the present data offers an alternative view concerning fluctuation across interlocutors. The paper concludes with pedagogical implications

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