Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings.

Autor/inn/en	Lee, Ju Seong; Lee, Kilryoung
Titel	Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings.
Quelle	In: Language teaching research, 24 (2020) 6, S. 813-833Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Tabellen 5
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1362-1688; 1477-0954
Schlagwörter	Empirische Forschung; Angst; Interkulturelle Kommunikation; Kommunikationssituation; Digitale Medien; Angst; Englischunterricht; Fremdsprachenunterricht; Korea; Motivation; Empirische Forschung; Lernumgebung; Motivation; Außerschulische Tätigkeit; Fremdsprachenunterricht; Englischunterricht; Korea
Abstract	This quantitative study examines whether and to what extent affective factors (i.e. motivation, self-confidence, risk-taking, L2 speaking anxiety, and grit) and virtual intercultural experiences are linked to willingness to communicate in a second language (L2 WTC) in in-class, out-of-class, and digital settings. Participants included 176 Korean undergraduate and graduate students of English as a foreign language (EFL). After adjusting for demographic factors, hierarchical regression analyses revealed three major results: first, those with higher levels of L2 motivation and grit as well as a lower level of L2 speaking anxiety had higher L2 WTC inside the classroom. Second, students who majored in English and had higher levels of L2 self-confidence and risk-taking had higher L2 WTC outside the classroom. Third, individuals who were younger, had a higher level of L2 self-confidence and engaged more frequently in virtual intercultural experiences had higher L2 WTC in digital settings. Results suggest that demographic and affective variables as well as involvement in virtual intercultural activities play distinct roles in influencing EFL students' WTC in three different L2 communication contexts. Based on these findings, this study provides pedagogical suggestions for L2 practitioners. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2