The Influence of an Orientation Program on Willingness to Communicate and L2 Anxiety

2017 ◽  
Vol 24 (2) ◽  
pp. 25-44
Author(s):  
Ian Moodie ◽  
◽  
Jee Eun Lee
Keyword(s):  
Willingness To Communicate ◽  
Orientation Program

Evaluation of a reality orientation program

1966 ◽  
Author(s):  
Robert F. Horner ◽  
James C. Folsom ◽  
Lucille R. Taulbee
Keyword(s):  
Orientation Program ◽  
Reality Orientation

The idiodynamic method: willingness to communicate and anxiety processes interacting in real time

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Peter D. MacIntyre ◽  
Tammy Gregersen
Keyword(s):  
Real Time ◽  
Complex Dynamics ◽  
Video Recording ◽  
Research Participant ◽  
Willingness To Communicate ◽  
Human Communication ◽  
Cognitive States ◽  
Communication Anxiety ◽  
Observer Ratings ◽  
Teacher Empathy

Abstract The idiodynamic method is a relatively new mixed-method approach to studying in real time the complex dynamics of integrated affective and cognitive states that interact continuously with human communication. The method requires video recording a sample of communication from a research participant and then using specialized software to play the video back while collecting contemporaneous self-reported ratings (approximately one per second) on one or more focal variables of interest to the researcher, such as willingness to communicate (WTC) or communication anxiety (CA). After the participant rates the communication sample, a continuous graph of changes in the focal variable is printed. The final step is to interview the speaker to gather an explanation for changes in the ratings, for example at peaks or valleys in the graph. The method can also collect observer ratings that can then be compared with the speaker’s self-ratings. To date, studies have been conducted examining WTC, CA, motivation, perceived competence, teacher self-efficacy, teacher empathy, and strategy use, among other topics. The strengths and limitations of the method will be discussed and a specific example of its use in measuring WTC and CA will be provided.

Adult Chinese as a Second Language Learners' Willingness to Communicate in Chinese: Effects of Cultural, Affective, and Linguistic Variables

2017 ◽  
Vol 120 (3) ◽  
pp. 423-442 ◽  
Author(s):  
Meihua Liu
Keyword(s):  
Second Language ◽  
Length Of Stay ◽  
Language Learners ◽  
Second Language Learners ◽  
Willingness To Communicate ◽  
Anxiety Scale ◽  
Linguistic Variables ◽  
Speaking Anxiety ◽  
Proficiency Level ◽  
Chinese Learning

The present research explored the effects of cultural, affective, and linguistic variables on adult Chinese as a second language learners' willingness to communicate in Chinese. One hundred and sixty-two Chinese as a second language learners from a Chinese university answered the Willingness to Communicate in Chinese Scale, the Intercultural Sensitivity Scale, Chinese Speaking Anxiety Scale, Chinese Learning Motivation Scale, Use of Chinese Profile, as well as the Background Questionnaire. The major findings were as follows: (1) the Willingness to Communicate in Chinese Scales were significantly negatively correlated with Chinese Speaking Anxiety Scale but positively correlated with length of stay in China and (2) Chinese Speaking Anxiety Scale was a powerful negative predictor for the overall willingness to communicate in Chinese and the Willingness to Communicate in Chinese Scales, followed by length of stay in China, Chinese Learning Motivation Scale, interaction attentiveness, and Chinese proficiency level. Apparently, students' willingness to communicate in Chinese is largely determined by their Chinese Speaking Anxiety Scale level and length of stay in China, mediated by other variables such as Chinese proficiency level and intercultural communication sensitivity level.

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