EFL students' views of willingness to communicate in the extramural digital context

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1 Citation (Scopus)

Abstract

This study examined factors that might have affected EFL learners' willingness to communicate (WTC) in the extramural digital (ED) environment, a rapidly emerging L2 communication context. The investigator conducted a semi-structured interview with 98 EFL students from three Korean universities. Drawing on grounded theory, socio-political (Korea's K-12 instruction), contextual (familiarity with interlocutors and communities), and individual variables (L2 self-confidence and anxiety) emerged as major sources of influence on participants' L2 WTC. Additionally, these sub-variables appeared to interact simultaneously during L2 communication in the ED context. This study contributes to further advancing our understanding of L2 WTC in a CALL environment. It also offers pedagogical insights into how L2 teachers can facilitate EFL learners' WTC in a range of extramural digital environments where their L2 WTC is very different from face-to-face classroom and extracurricular digital settings. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
JournalComputer Assisted Language Learning
Early online dateFeb 2019
DOIs
Publication statusE-pub ahead of print - Feb 2019

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Students
Communication
student
communication
self-confidence
grounded theory
Korea
instruction
anxiety
classroom
university
teacher
interview
community
Willingness to Communicate
Group
EFL Learners

Bibliographical note

Lee, J. S. (2019). EFL students' views of willingness to communicate in the extramural digital context. Computer Assisted Language Learning. Advance online publication. doi: 10.1080/09588221.2018.1535509

Keywords

  • Extramural digital context
  • Willingness to communicate
  • Learner perceptions