Abstract
Drawing on an ecological perspective, this study investigated the link between classroom environment and willingness to communicate (WTC) in an EFL classroom. We applied a mixed methods approach to collect data from 389 Chinese students where a questionnaire was used before semi-structured interviews were conducted with fifteen participants. The results showed that there was a significant correlation between classroom dynamics and WTC in an EFL classroom. The qualitative data also showed the importance of the integrated individual, linguistic and environmental factors in shaping learners’ WTC in EFL classrooms. The in-depth findings of this inquiry suggest that language teachers should be mindful of the interdependence of all these involved factors that create students’ WTC in class.
Highlights
Drawing on an ecological perspective, this study investigated the link between classroom environment and willingness to communicate (WTC) in an EFL classroom
The results showed that there was a significant correlation between classroom dynamics and WTC in an EFL classroom
Fisher and McRobbie (1996) developed a questionnaire of “What Is Happening In This Class” (WIHIC), measuring seven aspects of the classroom environment: student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity
Summary
“The quality of teaching and learning is entirely different depending on whether the classroom is characterized by a climate of trust and support or by a competitive, cutthroat atmosphere” (Dörnyei & Muir, 2019: p. 721). Student participation is crucial in a communicative language class, but the extent to which classroom interaction is successful may depend on the willingness of students to speak the target language. Second language (L2) learners’ willingness to communicate (WTC) has been extensively researched recently (MacIntyre & Doucette, 2010; Cao, 2011; Lee & Lee, 2020). In countries and regions where English is learned as a foreign language (EFL), the language classroom is an important platform for learners to experience interactive communication using the target language. The role of classroom environmental factors in L2 WTC warrants close examination. To date, this aspect remains under addressed. The present study, inspired by an ecological perspective of classroom dynamics (Van Lier, 2002), aims to incorporate this variable into a broader WTC study, focusing on Chinese college students in EFL classes
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
