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    Sustainable development of EFL/ESL learners’ willingness to communicate: the effects of teachers and teaching styles

    Chen, Xuemei and Dewaele, Jean-Marc and Zhang, T. (2021) Sustainable development of EFL/ESL learners’ willingness to communicate: the effects of teachers and teaching styles. Sustainability 14 (1), p. 396. ISSN 2071-1050.

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    Abstract

    Willingness to communicate in a second or foreign language (L2 WTC) is an important individual difference variable that influences the target language learning process. To cultivate students’ communicative competence for sustainable development and help them become active citizens of the global world, language teachers and educators need to understand L2 WTC and find ways to promote it. The present study explores the effects of teachers and teaching styles (TTS) on L2 WTC of Chinese learners of English, through a comparison of a group of 148 students in mainland China and 73 Chinese students abroad. Respondents filled out online questionnaires concerning their attitudes and perceptions of TTS and self-reported L2 WTC inside and outside classrooms. Eight of them also participated in interviews. Results revealed significant differences in TTS between the two groups and a generally low WTC among them. TTS were linked more strongly to L2 WTC in the group in mainland China. The differences are attributed to the discrepancy in social expectations, culture of learning and the opportunity to use English outside the classroom while abroad. This study may provide insights into English language teaching pedagogy from the perspective of English as a pluricentric language.

    Metadata

    Item Type: Article
    Keyword(s) / Subject(s): willingness to communicate (WTC), communicative competence, teachers and teaching styles (TTS), culture of learning, English as a pluricentric language
    School: School of Arts > Languages, Cultures & Applied Linguistics (from 2021)
    Depositing User: Jean-Marc Dewaele
    Date Deposited: 17 Jan 2022 09:31
    Last Modified: 19 Jan 2022 07:04
    URI: https://eprints.bbk.ac.uk/id/eprint/47157

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