Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students
Abstract
The present study involves a cross–sectional investigation of second–language (L2) communication among students in a junior high French late immersion program. The effects of language, sex, and grade on willingness to communicate (WTC), anxiety, and perceived communication competence, on frequency of communication in French, and on the attitude and motivation variables are examined globally and at each grade level. It was found that students’ L2 WTC, perceived competence, and frequency of communication in French increased from grades 7 to 8 and was maintained between grades 8 and 9, despite a drop in motivation between grades 7 and 8 and a steady level of anxiety across the three grades.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Cited by
Sorted by citations
An Exploration of Chinese EFL Learners' Unwillingness to Communicate and Foreign Language Anxiety
LIU, M., & JACKSON, J. (2008) · The Modern Language Journal · doi:10.1111/j.1540-4781.2008.00687.x · Cited by 729 · see citing works
Cao, Y., & Philp, J. (2006) · System · doi:10.1016/j.system.2006.05.002 · Cited by 509 · see citing works
Botes, E., Dewaele, J.-M., & Greiff, S. (2020) · Journal for the Psychology of Language Learning · doi:10.52598/jpll/2/1/3 · Cited by 333 · see citing works
An Exploration of Foreign Language Anxiety and English Learning Motivation
Liu, M., & Huang, W. (2011) · Education Research International · doi:10.1155/2011/493167 · Cited by 274 · see citing works
“05), as found in numerous existing studies [2, 10, 13, 16, 21, 54].”
ResultDewaele, J.-M. (2007) · International Journal of Bilingualism · doi:10.1177/13670069070110040301 · Cited by 199 · see citing works
A longitudinal study of primary school EFL learning motivation in CLIL and non-CLIL settings
Pladevall-Ballester, E. (2019) · Language Teaching Research · doi:10.1177/1362168818765877 · Cited by 115 · see citing works
Expanding the theoretical base for the dynamics of willingness to communicate
MacIntyre, P. (2020) · Studies in Second Language Learning and Teaching · doi:10.14746/ssllt.2020.10.1.6 · Cited by 100 · see citing works
Self-citationConceptual and Methodological Issues in Bilingualism and Multilingualism Research
Wei, L. (2012) · The Handbook of Bilingualism and Multilingualism · doi:10.1002/9781118332382.ch2 · Cited by 75 · see citing works
- Authors
- MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A.
- Affiliations
- Cape Breton University (CA)
- University of Ottawa (CA)
- Venue
- Language Learning
- Publisher
- Wiley
- Published
- 2002-09
- Volume
- 52
- Issue
- 3
- Pages
- 537-564
- ISSN
- 0023-8333 (ISSN-L)
- 1467-9922
- OpenAlex
- W4234945117
- Cited by
- 411
- References
- 0
- Citations by year
- 2026: 11 · 2025: 13 · 2024: 15 · 2023: 27 · 2022: 37 · 2021: 37 · 2020: 31 · 2019: 26 · 2018: 33 · 2017: 23 · 2016: 21 · 2015: 27 · 2014: 20 · 2013: 21 · 2012: 18
- FWCI
- 25.56
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Language Learning (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
- Social Sciences › Linguistics and Language › French Language Learning Methods
- Keywords
- willingness to communicate, second language anxiety, second language motivation, French immersion, junior high school students, sex differences, age effects, grade level differences, French as a second language, language attitudes
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
