Willingness to Communicate, Speaking Self-Efficacy, and Perceived Communicative Competence as Predictors of Second Language Spoken Task Production
Bibliographic Data
| ID | 4808554 |
|---|---|
| Authors | Paul Leeming (0000-0003-1850-6555, Kindai University), Joseph P Vitta (0000-0002-5711-969X, Kyushu University, corresponding author), Phil Hiver (0000-0002-2004-7960, Florida State University), Dillon Hicks (0000-0002-9399-4694, Osaka International University), Stuart Mclean (0000-0002-7035-378X, Kindai University), C Nicklin (0000-0002-8945-0678, The University of Tokyo) |
| Year | 2024 |
| Volume | 74 |
| Issue | 4 |
| Pages | 917-949 |
| Publication date | 2024-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.12640 |
| OpenAlex | W4393315003 |
| Language | EN |
| Citations received | 14 |
| References cited | 69 |
This study investigated how students' self-reported individual differences predicted second language (L2) spoken discussion task output, an objective behavioral outcome, in the Japanese university English as a Foreign Language (EFL) context. Although numerous psychological theories are used as a rationale for task-based language teaching (TBLT), few studies have investigated the impact of individual differences variables on task performance. To address this gap, a cross-validation procedure was used with students (N = 439) from two different universities. They completed questionnaires to measure willingness to communicate (WTC), speaking self-efficacy (SSE), and perceived communicative competence (PCC). They also engaged in a quasiacademic eight-minute group discussion task (TBLT design). This discussion was recorded and transcribed, with the number of words produced used as an objective measure of L2 task production. In the better fitting mediation structural equation model, the influences of SSE and PCC on spoken L2 task production were fully mediated by WTC (R2 = .21
Communicative competence · Competence (human resources) · Linguistics · Pedagogy · Spoken language · Task (project management) · Willingness to communicate · Communication in Education and Healthcare · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology · Social Psychology
The relative importance of peace of mind, grit, and classroom environment in predicting willingness to communicate among learners in multi-ethnic regions
The mediating role of willingness to communicate
Task-based learning and translanguaging
Physical Exercise and EFL Learners’ Communication Competence
Fit-hacking
Exploring the Role of Informal Digital English Learning in EFL Students' Communication Behaviour in Iran and Macau
Exploring the hierarchical antecedents of willingness to communicate and its relationship with utterance fluency in learning Chinese as a foreign language
Demystifying the role of L2 speaking embarrassment and anxiety in the interaction of bilingual learners’ self-efficacy and willingness to communicate (WTC)
Investigating How Self‐Efficacy and L2 Grit Influence Language Learners’ Well‐Being
Modeling speaking performance in young learners of Chinese as a heritage language
Integrated effects of interactional cognitions and emotional regulation capacity on peer interaction in the L2 classroom
How L2 grit fuels optimism and cognitive engagement to promote willingness to communicate in English among junior high students
Willingness to communicate, demographic variables, and oral proficiency among adult learners of Chinese
Self‐Efficacy and Collective‐Efficacy as Predictors of Engagement in Group Conversation
Task-Based Language Teaching
The Psychology of the Language Learner Revisited
L2 grit
Attention
Rebutting Existing Misconceptions About Multiple Imputation as a Method for Handling Missing Data
Motivating young language learners
Situated willingness to communicate in an L2
Academic Buoyancy
Role of the Emotions and Classroom Environment in Willingness to Communicate
Classroom social climate, self-determined motivation, willingness to communicate, and achievement
Relative Performance of Categorical Diagonally Weighted Least Squares and Robust Maximum Likelihood Estimation
Missing Data in Clinical Research
Classroom environment and willingness to communicate in English
The Role of the Linguistic Environment in Second Language Acquisition
Self-Efficacy
Validation of a New General Self-Efficacy Scale
A Dynamic System Approach to Willingness to Communicate
Automated Speech Recognition in language learning
Motivational dispositions predict qualitative differences in oral task performance
Effect Size–driven Sample-Size Planning, Randomization, and Multisite Use in L2 Instructed Vocabulary Acquisition Experimental Samples
Bridging the Gap Between Willingness to Communicate and Learner Talk
Multiple Perspectives on the Self in SLA
Sample Size Requirements for Structural Equation Models
Monitoring the performance of human and automated scores for spoken responses
The Identity Crisis in Language Motivation Research
Psychological correlates of university students' academic performance
Interactional context and willingness to communicate
Protecting and enhancing willingness to communicate with idiodynamic peer-peer strategy sharing
Investigating the dynamic nature of L2 willingness to communicate
An examination of the dynamic feature of WTC through dyadic group interaction
Fluctuations in Japanese English majors’ capacity to speak before, during and after studying abroad
Interaction and instructed second language acquisition
Some directions for the possible survival of TBLT as a real world project
A Sociocognitive Perspective on Second Language Classroom Willingness to Communicate
Enhancing EFL Learners’ Willingness to Communicate With Visualization and Goal‐Setting Activities
Causal Relationships Between Communication Confidence, Beliefs About Group Work, and Willingness to Communicate in Foreign Language Group Work
Dynamic emergence of situational willingness to communicate in a second language
Cognitive Complexity and Task Sequencing
Multisite Replication in Second Language Acquisition Research
| Unique citing works | 14 |
|---|---|
| Citations per year | 7 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |