• Login
    View Item 
    •   Research Bank Home
    • Study Areas
    • Education
    • Education Journal Articles
    • View Item
    •   Research Bank Home
    • 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: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. 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 [233]

    Library home
    Send Feedback
    Research publications
    Unitec
    Moodle
    © Unitec Institute of Technology, Private Bag 92025, Victoria Street West, Auckland 1142
     

     

    Usage

    Downloads, last 12 months
    238
     
     

    Usage Statistics

    For this itemFor the Research Bank

    Share

    About

    About Research BankResearch at UnitecContact us

    Help for authors  

    How to add researchOpen Access GuideVersions Toolkit

    Register for updates  

    LoginRegister

    Browse Research Bank  

    EverywhereAcademic study areasAuthorDateSubjectTitleType of researchSupervisorThis CollectionAuthorDateSubjectTitleType of researchSupervisor

    Library home
    Send Feedback
    Research publications
    Unitec
    Moodle
    © Unitec Institute of Technology, Private Bag 92025, Victoria Street West, Auckland 1142