• Login
    View Item 
    •   Research Bank Home
    • Unitec Institute of Technology
    • Study Areas
    • Education
    • Education Journal Articles
    • View Item
    •   Research Bank Home
    • Unitec Institute of Technology
    • Study Areas
    • Education
    • Education Journal Articles
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Understanding Chinese learners' willingness to communicate in a New Zealand ESL classroom : a multiple case study drawing on the theory of planned behavior

    Zhong, Qunyan (Maggie)

    Thumbnail
    Share
    View fulltext online
    WTC publication Sept.pdf (305.7Kb)
    Date
    2013
    Citation:
    Zhong, Q. (2013). Understanding Chinese Learners' Willingness to Communicate in a New Zealand ESL Classroom: A Multiple Case Study Drawing on the Theory of Planned Behavior. System. 41(3) : 740-751.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/2626
    Abstract
    Current approaches to second language teaching place a great emphasis on the development of learners’ communicative competence. However, teachers are frequently bewildered by some learners’ reluctance to communicate and wonder what impedes their oral participation. To understand this phenomenon better, I conducted a naturalistic inquiry to investigate five Chinese immigrant learners’ willingness to communicate in both teacher-led and collaborative learning situations in L2 classrooms. In the study, a number of instruments (in-depth interviews, classroom observations, stimulated recall interviews, learning logs) were used to collect data about the learners’ oral participation over eighteen weeks. The results revealed that the participants’ WTC was context-dependent and varied in two different classroom situations. Drawing on Ajzen’s theory of planned behavior, the variations were accounted for in each context. While their WTC in the collaborative context was related to different attitudes toward working collaboratively, four factors, linguistic factors, socio-cultural factors, self-efficacy, learner beliefs, had joint effects on their WTC in the teacher-led context. Based on these findings, I propose a model that aims to capture the pertinent factors mediating learners’ oral communication in classrooms. The paper concludes with pedagogical implications
    Keywords:
    Chinese learners, willingness to communicate (WTC), learner beliefs, self-efficacy, classroom context, theory of planned behavior
    ANZSRC Field of Research:
    130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)
    Copyright Holder:
    Elsevier Ltd

    Copyright Notice:
    © 2013 Elsevier Ltd. All rights reserved.
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
    Metadata
    Show detailed record
    This item appears in
    • Education Journal Articles [247]

    Te Pūkenga

    Research Bank is part of Te Pūkenga - New Zealand Institute of Skills and Technology

    • About Te Pūkenga
    • Privacy Notice

    Copyright ©2022 Te Pūkenga

    Usage

    Downloads, last 12 months
    212
     
     

    Usage Statistics

    For this itemFor the Research Bank

    Share

    About

    About Research BankContact us

    Help for authors  

    How to add research

    Register for updates  

    LoginRegister

    Browse Research Bank  

    EverywhereInstitutionsStudy AreaAuthorDateSubjectTitleType of researchSupervisorCollaboratorThis CollectionStudy AreaAuthorDateSubjectTitleType of researchSupervisorCollaborator

    Te Pūkenga

    Research Bank is part of Te Pūkenga - New Zealand Institute of Skills and Technology

    • About Te Pūkenga
    • Privacy Notice

    Copyright ©2022 Te Pūkenga