Classroom-Situated Willingness to Communicate
Student Teachers of EFL in Spain
Bibliographic Data
| ID | 16945846 |
|---|---|
| Authors | José Luis Estrada Chichón (0000-0003-3274-6133, Universidad de Cádiz), José Luis Estrada-Chichón, Francisco Zayas-Martínez (0000-0002-9223-6680, Universidad de Cádiz), Roberto Sánchez-Cabrero (0000-0002-1978-7531, Universidad Autónoma de Madrid, corresponding author) |
| Year | 2023 |
| Volume | 13 |
| Issue | 1 |
| Pages | 96-111 |
| Publication date | 2023-01-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Investigation in Health, Psychology and Education (JOURNAL) |
| Journal identifiers | ISSN: 2174-8144 • E-ISSN: 2254-9625 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/ejihpe13010007 |
| PMID | 36661757 |
| OpenAlex | W4313888914 |
| Language | EN |
| References cited | 37 |
This exploratory mixed-methods research involves an intra-/intergroup replication design to analyse the classroom-situated willingness to communicate (WTC) in English foreign language (EFL) student teachers of early childhood education according to grouping, group member familiarity, and EFL proficiency. The novelty lies in the adaptation from face-to-face to virtual teaching while student teachers attended a didactics course at the University of Cádiz (Spain). Results show that there are no significant differences in WTC concerning teaching modality except for grouping. Conclusions imply that classroom-situated WTC is not affected by teaching modality when instruction aims at language acquisition by fostering oral communicative interaction
English as a foreign language · Foreign language · Mathematics education · Novelty · Pedagogy · Situated · Willingness to communicate · Communication in Education and Healthcare · Computer Science · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology · Social Psychology
Second Handbook of English Language Teaching
Cognitive Bases of Second Language Fluency
Approaches and Methods in Language Teaching
Foundations for a New Science of Learning
Situated willingness to communicate in an L2
Role of the Emotions and Classroom Environment in Willingness to Communicate
Teaching Foreign Languages in an Era of Globalization
The Relationship of Social Presence and Interaction in Online Classes
Willingness to Communicate, Social Support, and Language-Learning Orientations of Immersion Students
The Routledge Handbook of Instructed Second Language Acquisition
A Longitudinal Study of ESL Learners' Fluency and Comprehensibility Development
Models on Teaching Effectiveness in Current Scientific Literature
Perspectives on the Effectiveness of Madrid’s Regional Bilingual Programme
Exploring the ideal foreign language teacher profile in Spanish preschools
Analysing CLIL Teacher Competences in Pre-service Preschool Education. A Case Study at the University of Granada
Early Childhood Education and Care Provision in Spain
Points of view and blind spots
Interactional context and willingness to communicate
Investigating the dynamic nature of L2 willingness to communicate
A Sociocognitive Perspective on Second Language Classroom Willingness to Communicate
Looking ahead
Conceptualizing Willingness to Communicate in a L2
Dynamic emergence of situational willingness to communicate in a second language
Willingness to Communicate
Willingness to Communicate in English
| Citation velocity | historical |
|---|---|
| Highly cited | No |