The effect of classroom emotions, attitudes toward English, and teacher behavior on willingness to communicate among English Foreign Language Learners
Dewaele, Jean-Marc (2019) The effect of classroom emotions, attitudes toward English, and teacher behavior on willingness to communicate among English Foreign Language Learners. Journal of Language and Social Psychology 38 (4), pp. 523-535. ISSN 0261-927X.
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Abstract
Willingness to communicate (WTC) in a foreign language is linked to a range of interacting learner-internal and learner-external variables. The present study identified the predictors of WTC of 210 foreign language learners of English from Spain. Multiple regression analyses revealed that the strongest (negative) predictor of WTC was foreign language classroom anxiety, while foreign language enjoyment and frequency of foreign language use by the teacher were positive predictors.
Metadata
| Item Type: | Article |
|---|---|
| Keyword(s) / Subject(s): | willingness to communicate, foreign language enjoyment, foreign language classroom anxiety, attitudes toward teacher, attitudes toward foreign language |
| School: | School of Social Sciences, History and Philosophy > Applied Linguistics and Communication (to 2020) |
| Depositing User: | Jean-Marc Dewaele |
| Date Deposited: | 23 Jul 2019 11:26 |
| Last Modified: | 10 Jun 2021 08:12 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/28090 |
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