Pub Date : 2024-03-29DOI: 10.1177/13621688241238350
Majid Sadoughi, S. Yahya Hejazi, Gholam Hassan Khajavy
Considering the demanding and stressful nature of the teaching profession in general and foreign language teaching in particular, teachers of English as a foreign language (EFL) are prone to experience burnout, which may result in adverse consequences for not only teachers but also their students. Therefore, it is important to understand what factors can prevent EFL teachers from burnout. The present study investigated the roles of three individual difference factors, namely, growth teaching mindset, teaching grit, and emotion regulation in EFL teachers’ burnout. The data were collected from 218 EFL teachers through convenience sampling. The results of regression analysis and relative weight analysis indicated that growth teaching mindset and teaching grit negatively predicted burnout. In addition, while reappraisal emotion regulation strategies were negative predictors of teachers’ burnout, suppression strategies were positive predictors of burnout. Implications regarding how to protect teachers against burnout are presented based on the findings of the study.
{"title":"Protecting language teachers from burnout: The roles of teaching mindset, teaching grit, and emotion regulation","authors":"Majid Sadoughi, S. Yahya Hejazi, Gholam Hassan Khajavy","doi":"10.1177/13621688241238350","DOIUrl":"https://doi.org/10.1177/13621688241238350","url":null,"abstract":"Considering the demanding and stressful nature of the teaching profession in general and foreign language teaching in particular, teachers of English as a foreign language (EFL) are prone to experience burnout, which may result in adverse consequences for not only teachers but also their students. Therefore, it is important to understand what factors can prevent EFL teachers from burnout. The present study investigated the roles of three individual difference factors, namely, growth teaching mindset, teaching grit, and emotion regulation in EFL teachers’ burnout. The data were collected from 218 EFL teachers through convenience sampling. The results of regression analysis and relative weight analysis indicated that growth teaching mindset and teaching grit negatively predicted burnout. In addition, while reappraisal emotion regulation strategies were negative predictors of teachers’ burnout, suppression strategies were positive predictors of burnout. Implications regarding how to protect teachers against burnout are presented based on the findings of the study.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"35 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140331246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-22DOI: 10.1177/13621688241239058
Brian Strong, Paul Leeming
Phrasal verbs are important for successful communication and yet are incredibly challenging for language learners. The current study compared two exercise formats for the learning of phrasal verbs. One format draws attention to the verb, while the other brings into focus the particle. In the verb-focused format, students were asked to guess the missing verb before receiving feedback. In the particle-focused format, they were told to guess the missing particle before feedback was presented. The results of a cued-recall test showed that the recall of phrasal verbs was enhanced more effectively in the particle-focused format than in the verb-focused format, although this advantage diminished after one week. A multiple-choice test revealed no significant difference between the two methods in terms of their impact on the recognition of phrasal verbs. The current study also aimed to test the prediction of the episodic recollection hypothesis, which specifies that memory of the initial guess plays a critical role in the subsequent recall of the correct answer. It was also found that asking students to recall their initial guess moderated their performance in the posttest. Overall, the findings of the current study suggest that the particle-focused format boosts the memory of phrasal verbs and that to minimize the adverse effects of proactive interference, it is vital for students to remember their errors. This means that teachers would be advised to focus on exercises that provide the verb and encourage guessing of the particle.
{"title":"Comparing the effectiveness of verb-focused and particle-focused exercise formats on the recall and recognition of phrasal verbs","authors":"Brian Strong, Paul Leeming","doi":"10.1177/13621688241239058","DOIUrl":"https://doi.org/10.1177/13621688241239058","url":null,"abstract":"Phrasal verbs are important for successful communication and yet are incredibly challenging for language learners. The current study compared two exercise formats for the learning of phrasal verbs. One format draws attention to the verb, while the other brings into focus the particle. In the verb-focused format, students were asked to guess the missing verb before receiving feedback. In the particle-focused format, they were told to guess the missing particle before feedback was presented. The results of a cued-recall test showed that the recall of phrasal verbs was enhanced more effectively in the particle-focused format than in the verb-focused format, although this advantage diminished after one week. A multiple-choice test revealed no significant difference between the two methods in terms of their impact on the recognition of phrasal verbs. The current study also aimed to test the prediction of the episodic recollection hypothesis, which specifies that memory of the initial guess plays a critical role in the subsequent recall of the correct answer. It was also found that asking students to recall their initial guess moderated their performance in the posttest. Overall, the findings of the current study suggest that the particle-focused format boosts the memory of phrasal verbs and that to minimize the adverse effects of proactive interference, it is vital for students to remember their errors. This means that teachers would be advised to focus on exercises that provide the verb and encourage guessing of the particle.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"4 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140192787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-22DOI: 10.1177/13621688241235019
Nicola Brocca, Viviana Masia, Davide Garassino
This article proposes the use of a textual analysis technique involving the recognition of linguistic implicitness to promote Critical Digital Literacy (CDL) in the English as a foreign language (EFL) classroom. The technique, called Implicit Content Extraction (ICE), allows for the detection and analysis of (non- bona fide) presuppositions, thus enabling students to identify how much and what potentially manipulative information is being conveyed in a text. ICE has been tested on ready-to-use communicative materials. The materials were evaluated by EFL teachers ( N = 10) who participated in a semi-structured interview. The analysis shows a positive reception of the materials, which meet the need for CDL, and a willingness on the part of teachers to implement the technique. Concerns are also raised about the explicit treatment of presuppositions, pointing to a low ability of students and teachers to analyse implicit strategies in a text.
{"title":"Empowering critical digital literacy in EFL: Teachers’ evaluation of didactic materials involving the recognition of presupposed information","authors":"Nicola Brocca, Viviana Masia, Davide Garassino","doi":"10.1177/13621688241235019","DOIUrl":"https://doi.org/10.1177/13621688241235019","url":null,"abstract":"This article proposes the use of a textual analysis technique involving the recognition of linguistic implicitness to promote Critical Digital Literacy (CDL) in the English as a foreign language (EFL) classroom. The technique, called Implicit Content Extraction (ICE), allows for the detection and analysis of (non- bona fide) presuppositions, thus enabling students to identify how much and what potentially manipulative information is being conveyed in a text. ICE has been tested on ready-to-use communicative materials. The materials were evaluated by EFL teachers ( N = 10) who participated in a semi-structured interview. The analysis shows a positive reception of the materials, which meet the need for CDL, and a willingness on the part of teachers to implement the technique. Concerns are also raised about the explicit treatment of presuppositions, pointing to a low ability of students and teachers to analyse implicit strategies in a text.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"29 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140192729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-20DOI: 10.1177/13621688241237214
Hui Wang, Meagan M. Patterson, Anqi Peng
Teachers and scholars argue that willingness to communicate is crucial to language learning, but many language learners are reluctant to engage in such communication, in or out of class. In addition, much of the existing research on willingness to communicate is based on English language learners, but there are meaningful motivational and structural differences in English learning versus learning languages other than English. The purpose of the present study was to examine the impact of classroom social climate, language mindset, and academic emotions (i.e. anxiety, boredom, enjoyment, and pride) on second language willingness to communicate (L2WTC) in and out of class among 547 undergraduate students learning languages other than English in the United States. Analysis using structural equation modeling indicated that the emotions of anxiety, boredom, and enjoyment were associated with students’ L2WTC in class. In addition, although classroom social climate and language mindset did not have direct effects on L2WTC in class, both showed indirect effects on L2WTC in class through emotions, especially enjoyment. The findings also showed that students’ L2WTC inside the classroom relates to self-reported readiness to use the second language (L2) outside of class.
{"title":"Predictors of second language willingness to communicate among US undergraduate students: Classroom social climate, emotions, and language mindset","authors":"Hui Wang, Meagan M. Patterson, Anqi Peng","doi":"10.1177/13621688241237214","DOIUrl":"https://doi.org/10.1177/13621688241237214","url":null,"abstract":"Teachers and scholars argue that willingness to communicate is crucial to language learning, but many language learners are reluctant to engage in such communication, in or out of class. In addition, much of the existing research on willingness to communicate is based on English language learners, but there are meaningful motivational and structural differences in English learning versus learning languages other than English. The purpose of the present study was to examine the impact of classroom social climate, language mindset, and academic emotions (i.e. anxiety, boredom, enjoyment, and pride) on second language willingness to communicate (L2WTC) in and out of class among 547 undergraduate students learning languages other than English in the United States. Analysis using structural equation modeling indicated that the emotions of anxiety, boredom, and enjoyment were associated with students’ L2WTC in class. In addition, although classroom social climate and language mindset did not have direct effects on L2WTC in class, both showed indirect effects on L2WTC in class through emotions, especially enjoyment. The findings also showed that students’ L2WTC inside the classroom relates to self-reported readiness to use the second language (L2) outside of class.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"78 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140196169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-16DOI: 10.1177/13621688241236286
Xiaoyue Zhang, Lianjiang Jiang
Families of dual language learners (DLLs) and their linguistic resources play a crucial role in fostering children’s language development. However, there is still a dearth of empirical studies investigating whether bilingual teachers view the families of DLLs and their language resources as assets, and how they implement family engagement practices to leverage these language assets in teaching DLLs. This study examined the family engagement perspectives and practices of five bilingual teachers in New York City (NYC) early childhood classrooms. Qualitative data were collected using online questionnaires and semi-structured interviews. The findings suggest that bilingual teachers hold a strength-based view of DLLs’ parents and their language resources to support their children’s language learning. Controversially, they demonstrated a mixture of deficit- and strength-based approaches to parental engagement, ranging from educating parents about English homework strategies to arranging classroom events in which parents could highlight their home language practices. Concurrently, teachers were fully aware of the importance of DLLs’ home linguistic resources in supporting students’ language learning, yet they maintained instructional practices that kept DLLs’ home and school language repertoires separate. The implications for fostering strength-based perspectives on DLL families and strength-based DLL family engagement strategies are discussed.
{"title":"Enhancing dual language learners’ language learning through parent–teacher partnerships","authors":"Xiaoyue Zhang, Lianjiang Jiang","doi":"10.1177/13621688241236286","DOIUrl":"https://doi.org/10.1177/13621688241236286","url":null,"abstract":"Families of dual language learners (DLLs) and their linguistic resources play a crucial role in fostering children’s language development. However, there is still a dearth of empirical studies investigating whether bilingual teachers view the families of DLLs and their language resources as assets, and how they implement family engagement practices to leverage these language assets in teaching DLLs. This study examined the family engagement perspectives and practices of five bilingual teachers in New York City (NYC) early childhood classrooms. Qualitative data were collected using online questionnaires and semi-structured interviews. The findings suggest that bilingual teachers hold a strength-based view of DLLs’ parents and their language resources to support their children’s language learning. Controversially, they demonstrated a mixture of deficit- and strength-based approaches to parental engagement, ranging from educating parents about English homework strategies to arranging classroom events in which parents could highlight their home language practices. Concurrently, teachers were fully aware of the importance of DLLs’ home linguistic resources in supporting students’ language learning, yet they maintained instructional practices that kept DLLs’ home and school language repertoires separate. The implications for fostering strength-based perspectives on DLL families and strength-based DLL family engagement strategies are discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"36 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140142125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.1177/13621688241231628
Asmaa Shehata
Previous studies have shown that native language backgrounds of both talkers and listeners affect speech intelligibility. This study investigated the interlanguage speech intelligibility benefit (ISIB) that is also known as the advantage in understanding second language (L2) speech that non-native listeners have over native listeners when both groups listen to speakers with the same first language (L1). More specifically, it looked into the ISIB in relation to the Arabic language spoken by both native Arabic (NA) and English speakers. To this end, 15 NA and 15 native English (NE) subjects listened to Arabic produced by two groups of talkers (5 NA talkers and 5 NE talkers) and were asked to identify the words they heard. Results showed evidence for the interlanguage speech intelligibility for listeners (i.e. NE listeners were more accurate than NA listeners at identifying English-accented Arabic speech). However, no evidence for the ISIB for talkers was found. That is, NE listeners did not find English-accented speech more intelligible than NA speech. By examining L2 learners’ recognition of L2 consonant contrasts, the study contributes to the body of knowledge on L2 sound acquisition as well as the ISIB literature. It also provides some insight into the problem of adult L2 learners’ ability to learn novel L2 consonants.
{"title":"Arabic speech intelligibility: Perception of spoken Arabic by native and non-native speakers","authors":"Asmaa Shehata","doi":"10.1177/13621688241231628","DOIUrl":"https://doi.org/10.1177/13621688241231628","url":null,"abstract":"Previous studies have shown that native language backgrounds of both talkers and listeners affect speech intelligibility. This study investigated the interlanguage speech intelligibility benefit (ISIB) that is also known as the advantage in understanding second language (L2) speech that non-native listeners have over native listeners when both groups listen to speakers with the same first language (L1). More specifically, it looked into the ISIB in relation to the Arabic language spoken by both native Arabic (NA) and English speakers. To this end, 15 NA and 15 native English (NE) subjects listened to Arabic produced by two groups of talkers (5 NA talkers and 5 NE talkers) and were asked to identify the words they heard. Results showed evidence for the interlanguage speech intelligibility for listeners (i.e. NE listeners were more accurate than NA listeners at identifying English-accented Arabic speech). However, no evidence for the ISIB for talkers was found. That is, NE listeners did not find English-accented speech more intelligible than NA speech. By examining L2 learners’ recognition of L2 consonant contrasts, the study contributes to the body of knowledge on L2 sound acquisition as well as the ISIB literature. It also provides some insight into the problem of adult L2 learners’ ability to learn novel L2 consonants.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"59 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140032379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.1177/13621688241233840
Joshua Gordon, Lena Barrantes-Elizondo
One aspect in second language (L2) pronunciation that has not been explored in depth in contexts of English as a foreign language (EFL) is language teacher identity of pronunciation teachers, particularly of nonnative-speaking (NNS) teachers. Examining the factors that underlie their professional identity is of particular relevance to pronunciation instruction. Using a case study design that included semi-structured individual interviews, reflexive personal documents, and a focus-group interview, this study identifies and analyses factors that underlie a group of NNS pronunciation teachers’ professional identity. The participants in this study were NNS pronunciation teachers at a higher-education institution in Costa Rica (Central America), an EFL context. The findings indicate a lack of formal pronunciation-teaching training at all levels in their careers for these teachers. However, while these teachers made a clear distinction between being native speakers (NSs) and NNS through a clear idealization of nativeness, they gained linguistic and professional legitimacy for teaching pronunciation because of their knowledge of English phonetics/phonology, and general language teaching pedagogy. The results are discussed in terms of implications for teacher training in pronunciation pedagogy.
{"title":"Idealizing nativeness vs. embracing nonnativeness: A case study on L2 pronunciation teachers’ identity","authors":"Joshua Gordon, Lena Barrantes-Elizondo","doi":"10.1177/13621688241233840","DOIUrl":"https://doi.org/10.1177/13621688241233840","url":null,"abstract":"One aspect in second language (L2) pronunciation that has not been explored in depth in contexts of English as a foreign language (EFL) is language teacher identity of pronunciation teachers, particularly of nonnative-speaking (NNS) teachers. Examining the factors that underlie their professional identity is of particular relevance to pronunciation instruction. Using a case study design that included semi-structured individual interviews, reflexive personal documents, and a focus-group interview, this study identifies and analyses factors that underlie a group of NNS pronunciation teachers’ professional identity. The participants in this study were NNS pronunciation teachers at a higher-education institution in Costa Rica (Central America), an EFL context. The findings indicate a lack of formal pronunciation-teaching training at all levels in their careers for these teachers. However, while these teachers made a clear distinction between being native speakers (NSs) and NNS through a clear idealization of nativeness, they gained linguistic and professional legitimacy for teaching pronunciation because of their knowledge of English phonetics/phonology, and general language teaching pedagogy. The results are discussed in terms of implications for teacher training in pronunciation pedagogy.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"265 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140032374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.1177/13621688241232208
Eunseok Ro
This study examines interactions in an extensive reading (ER) book club intended to provide opportunities for students to practice English as their second language (L2). Utilizing multimodal conversation analysis, the study shows how students display willingness to participate (WTP) when they are free to initiate or avoid communication. The analysis of seven and a half hours of videorecordings of meetings held over six weeks at a Korean university demonstrates that several practices, particularly responding to questions and expanding on storytelling, reflect WTP. The study particularly highlights the importance of non-verbal cues in signaling and managing the WTP. The study suggests that student initiative can lead to more interactive and engaging learning environments, which may be especially significant in L2 settings where promoting student talk is a primary objective. The findings have implications for educators regarding the dynamics of student participation and agency, and contribute to our understanding of the nuanced relationships between learner initiative and WTP in fluency-oriented language learning contexts.
{"title":"Students’ display of willingness to participate in an extensive reading book club","authors":"Eunseok Ro","doi":"10.1177/13621688241232208","DOIUrl":"https://doi.org/10.1177/13621688241232208","url":null,"abstract":"This study examines interactions in an extensive reading (ER) book club intended to provide opportunities for students to practice English as their second language (L2). Utilizing multimodal conversation analysis, the study shows how students display willingness to participate (WTP) when they are free to initiate or avoid communication. The analysis of seven and a half hours of videorecordings of meetings held over six weeks at a Korean university demonstrates that several practices, particularly responding to questions and expanding on storytelling, reflect WTP. The study particularly highlights the importance of non-verbal cues in signaling and managing the WTP. The study suggests that student initiative can lead to more interactive and engaging learning environments, which may be especially significant in L2 settings where promoting student talk is a primary objective. The findings have implications for educators regarding the dynamics of student participation and agency, and contribute to our understanding of the nuanced relationships between learner initiative and WTP in fluency-oriented language learning contexts.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"34 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140032371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.1177/13621688241234225
Elvira Barrios, Marta Napiórkowska
This study examined out-of-school oral willingness to communicate (WTC) in two modes of communication – face-to-face (FtF) and digital – among secondary school students of English as a foreign language (EFL) in Poland and Spain. It also examined the associations between affective factors and intercultural sensitivity with WTC in both settings. A total of 1,480 students from 17 schools in Poland and 1,128 students from 11 schools in Spain participated in this study. The study found that learners from both national contexts shared extremely similar levels of out-of-class oral WTC in the two settings. After controlling for sociodemographic factors (age, gender, socioeconomic status, and relative self-assessed spoken competence), hierarchical regression analyses revealed that Foreign Classroom Language Anxiety (FLCA), Foreign Language Enjoyment (FLE), and intercultural sensitivity were predictors of the two communicative settings in both contexts, although the relative importance of predictors differed in each case, as determined by the dominance analyses. Intercultural sensitivity, a factor that has seldom been investigated in relation to WTC, emerged as the most influential predictor for oral WTC in both communication environments within the two study samples. The study also discusses the implications for both research and foreign language pedagogy.
{"title":"Affective factors, intercultural sensitivity, and willingness to communicate orally outside class: A study with EFL secondary school learners in Poland and Spain","authors":"Elvira Barrios, Marta Napiórkowska","doi":"10.1177/13621688241234225","DOIUrl":"https://doi.org/10.1177/13621688241234225","url":null,"abstract":"This study examined out-of-school oral willingness to communicate (WTC) in two modes of communication – face-to-face (FtF) and digital – among secondary school students of English as a foreign language (EFL) in Poland and Spain. It also examined the associations between affective factors and intercultural sensitivity with WTC in both settings. A total of 1,480 students from 17 schools in Poland and 1,128 students from 11 schools in Spain participated in this study. The study found that learners from both national contexts shared extremely similar levels of out-of-class oral WTC in the two settings. After controlling for sociodemographic factors (age, gender, socioeconomic status, and relative self-assessed spoken competence), hierarchical regression analyses revealed that Foreign Classroom Language Anxiety (FLCA), Foreign Language Enjoyment (FLE), and intercultural sensitivity were predictors of the two communicative settings in both contexts, although the relative importance of predictors differed in each case, as determined by the dominance analyses. Intercultural sensitivity, a factor that has seldom been investigated in relation to WTC, emerged as the most influential predictor for oral WTC in both communication environments within the two study samples. The study also discusses the implications for both research and foreign language pedagogy.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"56 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140032378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：