One Situation Doesn't Fit All: Variability and Stability of State Willingness to Communicate in a Chinese College English Classroom

Autor/inn/en	Zhang, Jiayi; Beckmann, Nadin; Beckmann, Jens F.
Titel	One Situation Doesn't Fit All: Variability and Stability of State Willingness to Communicate in a Chinese College English Classroom
Quelle	In: Language Teaching Research, 26 (2022) 3, S.504-529 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Jiayi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168819891330
Schlagwörter	Classroom Communication; Student Attitudes; Second Language Learning; Second Language Instruction; English (Second Language); Psychological Patterns; Foreign Countries; Correlation; Grades (Scholastic); Individual Differences; Behavior Change; Undergraduate Students; Science Education; Majors (Students); Learning Experience; Student Interests; Prediction; China (Beijing) + Suchen Sie Ihr Suchwort? Klassengespräch; Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Korrelation; Notenspiegel; Individueller Unterschied; Naturwissenschaftliche Bildung; Lernerfahrung; Studieninteresse; Vorhersage
Abstract	Willingness to communicate (WTC) used to be studied as a relatively stable, trait-like predisposition; however, recently attention has shifted to the more dynamic, state-like components of WTC. This research investigates variability and stability in state WTC, particularly focusing on within-person variability, which may lead to stable between-person differences, and situational antecedents that can either promote or hinder state WTC in L2 classrooms. To investigate whether, how and why state WTC varies over time, this study used a high-density repeated measurement design and a group of Chinese university students to describe fluctuations in state WTC in English classrooms over one semester. Data related to state WTC and selected situational antecedents were collected through a self-report questionnaire and statistically analysed. It was found that state WTC varied systematically within the person across the semester, and this variability was systematically related to changes in the psychological properties of the learning situations (e.g. teacher and peer support, task-interest, and task-importance). It was also found that within-person variability in state WTC predicted language learning performance, e.g. students whose state WTC increased as a function of perceived task interest tended to achieve higher grades at the end of the semester. This study calls for more attention to be directed at within-person variability in state WTC, and provides novel insights into how relationships between state WTC and its situational antecedents may be investigated within individuals. This work is of interest to researchers and practitioners who aim to enhance L2 learners' state WTC and language learning performance by systematically shaping their situated learning experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01