Malaysian teachers’ overall willingness to communicate during classroom discussion and factors affecting their communication interactions

Willingness to Communicate (WTC) is defined as language learners’ willingness to use the opportunities for authentic communication which has received considerable attention in the field of second language acquisition as it brings together the factors that can describe and predict L2 communication (C...

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Main Author:	Jahedi, Maryam
Format:	Thesis
Language:	English
Published:	2021
Subjects:	Language and languages - Study and teaching Communicative competence - Study and teaching Second language acquisition
Online Access:	http://psasir.upm.edu.my/id/eprint/104767/1/FPP%202022%2017%20upm%20IR.pdf
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id	my-upm-ir.104767
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spelling	my-upm-ir.1047672023-10-10T07:55:09Z Malaysian teachers’ overall willingness to communicate during classroom discussion and factors affecting their communication interactions 2021-12 Jahedi, Maryam Willingness to Communicate (WTC) is defined as language learners’ willingness to use the opportunities for authentic communication which has received considerable attention in the field of second language acquisition as it brings together the factors that can describe and predict L2 communication (Cao & Philp, 2006; Kang, 2005; MacIntyre et al., 1998; Peng, 2007). Most of these studies were mainly conducted through self-report questionnaires and few of them focused on the situational factors affecting learners’ WTC. This study is significant as it investigates teachers’ overall WTC and their WTC during the classroom discussion. The willingness to communicate model and discourse analysis were employed to examine Malaysian English teachers’ overall WTC and communication behavior. Therefore, their interactions during the classroom were video- and audio-recorded and journal entries were collected. Moreover, two questionnaires were administered, and an interview was conducted. The WTC Model explained why they do or do not participate in the classroom discussion, and discourse analysis helped to describe their communication behavior. The results of the study revealed that the teachers’ general WTC was not consistent with their L2 use during the classroom discussion. The study also found affecting situational WTC factors, which include classroom-contextual factors, interpersonal influencing factors and linguistic-related factors. The major speech functions were questions and statements, which indicates that WTC was displayed through the predominant use of declaratives and interrogatives. Moreover, the study found the predominant interactional resources used to display WTC. The study will benefit learners since the affective WTC factors in the L2 can be made known to the learners, which can increase their engagement in the classroom interactions. Moreover, the outcomes of the study are expected to provide insights for teachers about the factors that affect learners’ WTC in the L2 so that they can modify their instructions to encourage learners’ WTC. Language and languages - Study and teaching Communicative competence - Study and teaching Second language acquisition 2021-12 Thesis http://psasir.upm.edu.my/id/eprint/104767/ http://psasir.upm.edu.my/id/eprint/104767/1/FPP%202022%2017%20upm%20IR.pdf text en public doctoral Universiti Putra Malaysia Language and languages - Study and teaching Communicative competence - Study and teaching Second language acquisition Ismail, Lilliati
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English
advisor	Ismail, Lilliati
topic	Language and languages - Study and teaching Communicative competence - Study and teaching Second language acquisition
spellingShingle	Language and languages - Study and teaching Communicative competence - Study and teaching Second language acquisition Jahedi, Maryam Malaysian teachers’ overall willingness to communicate during classroom discussion and factors affecting their communication interactions
description	Willingness to Communicate (WTC) is defined as language learners’ willingness to use the opportunities for authentic communication which has received considerable attention in the field of second language acquisition as it brings together the factors that can describe and predict L2 communication (Cao & Philp, 2006; Kang, 2005; MacIntyre et al., 1998; Peng, 2007). Most of these studies were mainly conducted through self-report questionnaires and few of them focused on the situational factors affecting learners’ WTC. This study is significant as it investigates teachers’ overall WTC and their WTC during the classroom discussion. The willingness to communicate model and discourse analysis were employed to examine Malaysian English teachers’ overall WTC and communication behavior. Therefore, their interactions during the classroom were video- and audio-recorded and journal entries were collected. Moreover, two questionnaires were administered, and an interview was conducted. The WTC Model explained why they do or do not participate in the classroom discussion, and discourse analysis helped to describe their communication behavior. The results of the study revealed that the teachers’ general WTC was not consistent with their L2 use during the classroom discussion. The study also found affecting situational WTC factors, which include classroom-contextual factors, interpersonal influencing factors and linguistic-related factors. The major speech functions were questions and statements, which indicates that WTC was displayed through the predominant use of declaratives and interrogatives. Moreover, the study found the predominant interactional resources used to display WTC. The study will benefit learners since the affective WTC factors in the L2 can be made known to the learners, which can increase their engagement in the classroom interactions. Moreover, the outcomes of the study are expected to provide insights for teachers about the factors that affect learners’ WTC in the L2 so that they can modify their instructions to encourage learners’ WTC.
format	Thesis
qualification_level	Doctorate
author	Jahedi, Maryam
author_facet	Jahedi, Maryam
author_sort	Jahedi, Maryam
title	Malaysian teachers’ overall willingness to communicate during classroom discussion and factors affecting their communication interactions
title_short	Malaysian teachers’ overall willingness to communicate during classroom discussion and factors affecting their communication interactions
title_full	Malaysian teachers’ overall willingness to communicate during classroom discussion and factors affecting their communication interactions
title_fullStr	Malaysian teachers’ overall willingness to communicate during classroom discussion and factors affecting their communication interactions
title_full_unstemmed	Malaysian teachers’ overall willingness to communicate during classroom discussion and factors affecting their communication interactions
title_sort	malaysian teachers’ overall willingness to communicate during classroom discussion and factors affecting their communication interactions
granting_institution	Universiti Putra Malaysia
publishDate	2021
url	http://psasir.upm.edu.my/id/eprint/104767/1/FPP%202022%2017%20upm%20IR.pdf
_version_	1783725847773970432

Malaysian teachers’ overall willingness to communicate during classroom discussion and factors affecting their communication interactions

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