Nathan Ducker
Datos Biográficos
| ID | 6480381 |
|---|---|
| NOMBRE | Nathan Ducker |
| NOMBRES | Nathan |
| APELLIDO | Ducker |
| FIRMA | DUCKER N |
| AFILIACIONES | Miyazaki Municipal University |
| ORCID | 0000-0003-1295-1762 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAS | 5 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
The idiodynamic method as an innovative research tool in L2 motivation
Second language learning motivation (L2) research has a strong nomothetic tradition. However, such research is inherently limited when applied to specific classrooms and/or individual learners. Accordingly, growing attention has been paid to relationships between trait-like and situational aspects of motivation, foregrounding the role of context in research. In recent years, motivation and other learner differences (LDs) have been conceptualized …
Schrödinger's turn
Language learners are often required to negotiate classroom participation in pair and group work; therefore, willingness to communicate (WTC) could be a key determiner of second language (L2) success. Classroom WTC is volatile and influenced by interlocutor‐related variables, such as reciprocal identities, group membership and atmosphere, and peer support; however, these antecedents are often studied from a psychological or ecological standpoint,…
Bridging the Gap Between Willingness to Communicate and Learner Talk
Willingness to communicate (WTC) is an important individual learner difference that can help account for varying rates of language‐learning success across individuals. As learner talk is considered to be a key pedagogical activity, instructors and researchers often strive to identify and manipulate key variables that will increase and arouse a learner's WTC and consequently lead to increased levels of learner talk. Conflicting studies have shown …
Protecting and enhancing willingness to communicate with idiodynamic peer-peer strategy sharing
While a wide range of trait-like and situational willingness to communicate (WTC) factors have been investigated, subsequent pedagogical advice often focuses on teacher-led interventions and does not enable learners themselves to overcome immediate WTC related difficulties. This may be because little is known about how students protect and enhance their own WTC levels. This study, therefore, positions students as peer—peer strategy investigators;…
Measuring the importance of information in student notes
Protecting and enhancing willingness to communicate with idiodynamic peer-peer strategy sharing
While a wide range of trait-like and situational willingness to communicate (WTC) factors have been investigated, subsequent pedagogical advice often focuses on teacher-led interventions and does not enable learners themselves to overcome immediate WTC related difficulties. This may be because little is known about how students protect and enhance their own WTC levels. This study, therefore, positions students as peer—peer strategy investigators;…
Measuring the importance of information in student notes
Protecting and enhancing willingness to communicate with idiodynamic peer-peer strategy sharing
While a wide range of trait-like and situational willingness to communicate (WTC) factors have been investigated, subsequent pedagogical advice often focuses on teacher-led interventions and does not enable learners themselves to overcome immediate WTC related difficulties. This may be because little is known about how students protect and enhance their own WTC levels. This study, therefore, positions students as peer—peer strategy investigators;…
Bridging the Gap Between Willingness to Communicate and Learner Talk
Willingness to communicate (WTC) is an important individual learner difference that can help account for varying rates of language‐learning success across individuals. As learner talk is considered to be a key pedagogical activity, instructors and researchers often strive to identify and manipulate key variables that will increase and arouse a learner's WTC and consequently lead to increased levels of learner talk. Conflicting studies have shown …
Schrödinger's turn
Language learners are often required to negotiate classroom participation in pair and group work; therefore, willingness to communicate (WTC) could be a key determiner of second language (L2) success. Classroom WTC is volatile and influenced by interlocutor‐related variables, such as reciprocal identities, group membership and atmosphere, and peer support; however, these antecedents are often studied from a psychological or ecological standpoint,…
The idiodynamic method as an innovative research tool in L2 motivation
Second language learning motivation (L2) research has a strong nomothetic tradition. However, such research is inherently limited when applied to specific classrooms and/or individual learners. Accordingly, growing attention has been paid to relationships between trait-like and situational aspects of motivation, foregrounding the role of context in research. In recent years, motivation and other learner differences (LDs) have been conceptualized …
Psychology (4 obras) · Computer Science (3 obras) · EFL/ESL Teaching and Learning (3 obras) · Social Psychology (3 obras) · Willingness to communicate (3 obras) · Communication (2 obras) · Communication in Education and Healthcare (2 obras) · Language, Discourse, Communication Strategies (2 obras) · Mathematics education (2 obras) · Action research (1 obras)