The relationships among self-reported and observed first language and second language willingness to communicate and academic achievement
Bibliographic Data
| ID | 12112531 |
|---|---|
| Authors | Mutahar Al‐Murtadha (0000-0002-7617-5443, University of Otago, corresponding author) |
| Year | 2020 |
| Volume | 34 |
| Issue | 1 |
| Pages | 80-94 |
| Publication date | 2020-02-14 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Culture and Curriculum (JOURNAL) |
| Journal identifiers | ISSN: 0790-8318 • E-ISSN: 1747-7573 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/07908318.2020.1727495 |
| OpenAlex | W3006294012 |
| Language | EN |
| Citations received | 8 |
| References cited | 31 |
This longitudinal mixed methods study investigated the relationship between self-reported L1 and L2 willingness to communicate (WTC), observed (actual) L1 and L2 WTC behaviour, and academic achievement, as well as gender differences. Whereas early studies on WTC have focused on examining WTC as a trait, a few later studies have examined WTC as a state. However, none have included observations of actual WTC of the same participants in their L1 and L2 classrooms. This study collected data from self-reports, observations, and test scores and analysed them using descriptive statistics, Pearson and Spearman rank-order correlations, and t-tests and Mann–Whitney U tests. The results revealed no significant correlations between self-reported and observed L1 WTC or between self-reported and observed L2 WTC but revealed significant and positive correlations between observed L2 WTC and L2 test scores, between observed L1 and L2 WTC, and between L1 and L2 test scores. Although there were significant gender differences in L2 WTC, there were none in L1 WTC or in L1 test scores. Additionally, the observations showed that teacher-fronted activities dominated both L1 and L2 classrooms. The study shows the complexity of WTC and the usefulness of understanding WTC. Implications are also provided
Academic achievement · Descriptive statistics · Developmental psychology · Mann–Whitney U test · Statistics · Test (biology · Trait · Willingness to communicate · Clinical Psychology · EFL/ESL Teaching and Learning · Mathematics · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Social Psychology
Sociopsychological predictors of students’ willingness to communicate in their L1
Effect of Pedagogical Competences of English Language Teachers on Their Students’ Academic Achievement
The light side of darkness
Beyond Substitution
Investigating willingness to communicate in synchronous group discussion tasks
Enjoyment begets enjoyment
Longitudinal exploration of interconnectedness through a cross-lagged panel design
The Impact of EFL Learners’ Negative Emotional Orientations on (Un)Willingness to Communicate in In-person and Online L2 Learning Contexts
Qualitative evaluation and research methods
Situated willingness to communicate in an L2
Reliability and validity of the willingness to communicate scale
An Exploration of Chinese EFL Learners' Unwillingness to Communicate and Foreign Language Anxiety
Willingness to Communicate in a Second Language
Willingness to Communicate, Social Support, and Language-Learning Orientations of Immersion Students
A Dynamic System Approach to Willingness to Communicate
Willingness to communicate
A Chinese Conceptualisation of Willingness to Communicate in ESL
Interactional context and willingness to communicate
Investigating the dynamic nature of L2 willingness to communicate
Towards an ecological understanding of willingness to communicate in EFL classrooms in China
Willingness to Communicate in English
A Sociocognitive Perspective on Second Language Classroom Willingness to Communicate
Enhancing EFL Learners’ Willingness to Communicate With Visualization and Goal‐Setting Activities
Research methodology
Conceptualizing Willingness to Communicate in a L2
Dynamic emergence of situational willingness to communicate in a second language
Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students
Willingness to Communicate in English Among Iranian Non-English Major University Students
| Unique citing works | 8 |
|---|---|
| Citations per year | 2 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |