Abstract
Research has provided evidence in support of the importance of the predictive effect of the willingness to communicate (WTC) on interactions in the classroom and shed light on the predictive sources of WTC. However, few studies have investigated learners’ perceptions of classroom interaction in the target language (L2 PCI), and few have considered how these perceptions relate to L2 WTC and actual classroom interaction. Hence, the present study aims at examining the causal relationships between L2 PCI, L2 WTC, and interaction behavior. Based on a critical review of literature, a structural equation model theorizing the causal links among the three factors was proposed for empirical testing. Three hundred and twenty-nine university students participated in the study. The results suggested that learners’ perceptions of group interaction and interaction with the teacher significantly predicted L2 WTC and classroom communication in the target language. It was further argued that the research findings had pronounced implications for both language pedagogy and research.
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Notes
The ten major sources are desire to communicate with a specific person, state communicative self-confidence, interpersonal motivation, intergroup motivation, L2 self-confidence, intergroup attitudes, social situation, communicative competence, intergroup climate, and personality (MacIntyre et al. 1998, p. 547).
f2 = R2/1 – R2 (f2 = 0.02 indicates small effect, f2 = 0.15, medium effect, and f2 = 0.35, large effect.).
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Appendices
Appendix 1
Questionnaire Scales
PCIE
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1.
The opportunity to interact with my English teacher is important for my English language learning.
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2.
The opportunity to interact with my English teacher is an effective way to enhance my English communication skills.
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3.
I like group discussions in English.
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4.
Group discussions are important for my English language learning.
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5.
Group discussions are an effective way to enhance my English communication skills.
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6.
I like dyadic interaction in English.
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7.
Dyadic interaction/communication in English is important for my English language learning.
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8.
Dyadic interaction/communication in English is an effective way to enhance my English communication skills.
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9.
Listening to others using English in classroom interactions is important for my English language learning.
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10.
Listening to others using English in classroom interactions is an effective way to enhance my English communication skills.
Note: PCIEtea, items 1, 2; PCIEgp, items 3, 4, 5; PCIEpr, items 6, 7, 8; PCIEob, items 9, 10.
WTCE
Presume you have completely free choice. Indicate the percentage of times you would choose to communicate in English in each type of situation in the classroom. Indicate in the space at the left what percent of the time you would choose to communicate. Please use a percentage from 0 to 100%.
_____ 1 Talk with an acquaintance in English.
_____ 2 Talk in a small group of strangers in English.
_____ 3 Talk in a large meeting of acquaintances in English.
_____ 4 Talk in a small group of acquaintances in English.
_____ 5 Talk in a large meeting of strangers in English.
RCBE
Please indicate how frequent you believe you will communicate in an English classroom in each of the situations described below. Indicate by putting a number from 1 to 8 in the blank that best describes the extent of your estimate of your frequency of communication. 1 refers to ‘Never’ and 8 for ‘Many Many Times’
_____ 1 Talk with an acquaintance in English.
_____ 2 Talk in a small group of strangers in English.
_____ 3 Talk in a large meeting of acquaintances in English.
_____ 4 Talk in a small group of acquaintances in English.
_____ 5 Talk in a small group of friends in English.
Appendix 2
See Fig. 5.
The normal probability plots with 95% limits of the six scales
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Wang, C., Tseng, WT., Chen, YL. et al. Classroom Interactions in the Target Language: Learners’ Perceptions, Willingness to Communicate, and Communication Behavior. Asia-Pacific Edu Res 29, 393–404 (2020). https://doi.org/10.1007/s40299-019-00492-y
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DOI: https://doi.org/10.1007/s40299-019-00492-y