One situation doesn’t fit all: Variability and stability of state willingness to communicate in a Chinese College English classroom

Jiayi Zhang · Nadin Beckmann · Jens F. Beckmann

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Communication in Education and Healthcare

Abstract

Willingness to communicate (WTC) used to be studied as a relatively stable, trait-like predisposition; however, recently attention has shifted to the more dynamic, state-like components of WTC. This research investigates variability and stability in state WTC, particularly focusing on within-person variability, which may lead to stable between-person differences, and situational antecedents that can either promote or hinder state WTC in L2 classrooms. To investigate whether, how and why state WTC varies over time, this study used a high-density repeated measurement design and a group of Chinese university students to describe fluctuations in state WTC in English classrooms over one semester. Data related to state WTC and selected situational antecedents were collected through a self-report questionnaire and statistically analysed. It was found that state WTC varied systematically within the person across the semester, and this variability was systematically related to changes in the psychological properties of the learning situations (e.g. teacher and peer support, task-interest, and task-importance). It was also found that within-person variability in state WTC predicted language learning performance, e.g. students whose state WTC increased as a function of perceived task interest tended to achieve higher grades at the end of the semester. This study calls for more attention to be directed at within-person variability in state WTC, and provides novel insights into how relationships between state WTC and its situational antecedents may be investigated within individuals. This work is of interest to researchers and practitioners who aim to enhance L2 learners’ state WTC and language learning performance by systematically shaping their situated learning experience.

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References

2009Common European Framework of Reference for Languages: learning, teaching, assessment 1998Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation 2001Toward a structure- and process-integrated view of personality: Traits as density distributions of states.2001Toward a structure- and process-integrated view of personality: traits as density distribution of states.2002Research design in social research 2010Willingness to Communicate in English: A Model in the Chinese EFL Classroom Context 2005Dynamic emergence of situational willingness to communicate in a second language 2014The Situational Eight DIAMONDS: A taxonomy of major dimensions of situation characteristics.

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