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

The DOI matches its Crossref record, with a small difference in title or year; 46 of the 46 references it cites were found in a registry or an index.

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

Open access
Yashima, Tomoko, MacIntyre, Peter D., Ikeda, Maiko·2018·Language Teaching Research
DOI 10.1177/1362168816657851
Open this paper in CoChat — free account

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.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1177/1362168816657851

Cites

46 of 46 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 46 references

Research works printed but not linked: 3

  1. Fujie Y., 2000, Kyouikushinrigaku Kenkyu, 48, 21
  2. Korst T.J., 1997, JALT Journal, 19, 279
  3. Swain M., 2005, Principles and practices in applied linguistics: Studies in Honour of H.G. Widdowson, 471

Cited by

Sorted by citations

Items 201–217 of 217

Related

See all

Metadata

Authors
Yashima, T., MacIntyre, P. D., & Ikeda, M.
Affiliations
  • Kansai University (JP)
  • Cape Breton University (CA)
Corresponding author
Yashima, Tomoko
ORCID
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
Licence
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

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