Cited by 217EFL/ESL Teaching and LearningCommunication in Education and HealthcareLinguistics and Language Analysis

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Situated willingness to communicate in an L2: Interplay of individual characteristics and context

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Yashima, Tomoko, MacIntyre, Peter D., Ikeda, Maiko·2018·Language Teaching Research

DOI 10.1177/1362168816657851

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Abstract

Recently, situated willingness to communicate (WTC) has received increasing research attention in addition to traditional quantitative studies of trait-like WTC. This article is an addition to the former but unique in two ways. First, it investigates both trait and state WTC in a classroom context and explores ways to combine the two to reach a fuller understanding of why second language (L2) learners choose (or avoid) communication at given moments. Second, it investigates the communication behavior of individuals and of the group they constitute as nested systems, with the group as context for individual performance. An interventional study was conducted in a class for English as a foreign language (EFL) with 21 students in a Japanese university. During discussion sessions in English over a semester in which Initiation–Response–Feedback (IRF) patterns were avoided to encourage students to initiate communication, qualitative data based on observations, student self-reflections, and interviews and scale-based data on trait anxiety and WTC were collected. The analyses, which focused on three selected participants, revealed how differences in the frequency of self-initiated turns emerged through the interplay of enduring characteristics, including personality and proficiency, and contextual influences such as other students’ reactions and group-level talk–silence patterns.

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Authors: Yashima, T., MacIntyre, P. D., & Ikeda, M.
Affiliations: Kansai University (JP)
Cape Breton University (CA)
Corresponding author: Yashima, Tomoko
ORCID: Yashima, Tomoko
MacIntyre, Peter D.
Ikeda, Maiko
Venue: Language Teaching Research
Publisher: SAGE Publications
Published: 2016-07-14
Volume: 22
Issue: 1
Pages: 115-137
ISSN: 1362-1688 (ISSN-L)
1477-0954
DOI: 10.1177/1362168816657851
OpenAlex: W2463465777
Cited by: 217
References: 46
Citations by year: 2026: 22 · 2025: 26 · 2024: 38 · 2023: 23 · 2022: 24 · 2021: 34 · 2020: 23 · 2019: 17 · 2018: 7 · 2017: 2 · 2016: 1
FWCI: 57.29
Type: journal article
Language: en
Open access: green
doi.org
Licence: cc-by-nc-nd
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Language Teaching Research (publishedVersion)
CBU Scholar (submittedVersion, cc-by-nc-nd)
Funders: Japan Society for the Promotion of Science (25370743)
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 › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
Keywords: willingness to communicate, English as a foreign language, Japanese learners of English, group dynamics, trait anxiety, personality, language proficiency, classroom discussion

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Situated willingness to communicate in an L2: Interplay of individual characteristics and context

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