{"title":"调查同步小组讨论任务中的沟通意愿:离真正的沟通又近了一步","authors":"Shahin Nematizadeh, Y. Cao","doi":"10.1515/iral-2022-0092","DOIUrl":null,"url":null,"abstract":"Abstract This study employed a mixed-method approach to investigate L2 WTC as a dynamic variable in synchronous group discussion tasks. Data were collected from a group of Farsi-speaking ESL students in six online discussion tasks. The participants rated their WTC level every 5 min during the discussions and then provided explanations for changes in WTC in follow-up written stimulated recall procedures. The results indicate that participants’ WTC levels fluctuate significantly during the online discussion tasks, lending support to viewing online WTC as a fluid dynamic variable. The results also show that WTC changes are triggered by complex interactions between a range of internal and external forces. Pedagogical implications and directions for future research are discussed.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication\",\"authors\":\"Shahin Nematizadeh, Y. Cao\",\"doi\":\"10.1515/iral-2022-0092\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract This study employed a mixed-method approach to investigate L2 WTC as a dynamic variable in synchronous group discussion tasks. Data were collected from a group of Farsi-speaking ESL students in six online discussion tasks. The participants rated their WTC level every 5 min during the discussions and then provided explanations for changes in WTC in follow-up written stimulated recall procedures. The results indicate that participants’ WTC levels fluctuate significantly during the online discussion tasks, lending support to viewing online WTC as a fluid dynamic variable. The results also show that WTC changes are triggered by complex interactions between a range of internal and external forces. Pedagogical implications and directions for future research are discussed.\",\"PeriodicalId\":46778,\"journal\":{\"name\":\"Iral-International Review of Applied Linguistics in Language Teaching\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2023-04-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Iral-International Review of Applied Linguistics in Language Teaching\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1515/iral-2022-0092\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Iral-International Review of Applied Linguistics in Language Teaching","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1515/iral-2022-0092","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication
Abstract This study employed a mixed-method approach to investigate L2 WTC as a dynamic variable in synchronous group discussion tasks. Data were collected from a group of Farsi-speaking ESL students in six online discussion tasks. The participants rated their WTC level every 5 min during the discussions and then provided explanations for changes in WTC in follow-up written stimulated recall procedures. The results indicate that participants’ WTC levels fluctuate significantly during the online discussion tasks, lending support to viewing online WTC as a fluid dynamic variable. The results also show that WTC changes are triggered by complex interactions between a range of internal and external forces. Pedagogical implications and directions for future research are discussed.
期刊介绍:
International Review of Applied Linguistics in Language Teaching is devoted to problems of general and applied linguistics in their various forms.