Exploring classroom willingness to communicate: the role of motivating future L2 selves

Shen, Siying; Mazgutova, Diana; McCray, Gareth

Abstract

This study investigated the link between future L2 selves and Willingness to Communicate (WTC) in the classroom in the UK university context. We applied a mixed methods approach to collect data from 121 Chinese overseas students where a questionnaire was used before semi-structured interviews were conducted with six participants. Two key quantitative findings were: 1) There is a strong positive correlation between ideal L2 self and classroom WTC; 2) A student’s major moderates the relationship between the ought-to L2 self and classroom WTC. Students from non-English-related majors had a greater influence of ought-to L2 self on their WTC in the classroom, while ought-to L2 self does not seem to affect the WTC of English-related majors in the classroom. Follow-up interviews triangulated the quantitative findings with further illustrations in terms of the role of future L2 selves in stimulating WTC in the classroom and the potential differences between students with different academic backgrounds.

Citation

Shen, S., Mazgutova, D., & McCray, G. (2020). Exploring classroom willingness to communicate: the role of motivating future L2 selves. International Journal of Educational Methodology, 6(4), 729-743

• Journal Article Type: Article
• Acceptance Date: Nov 2, 2020
• Online Publication Date: Nov 15, 2020
• Publication Date: 2020
• Deposit Date: Feb 7, 2024
• Journal: International Journal of Educational Methodology
• Publisher: Rhapsode
• Peer Reviewed: Peer Reviewed
• Volume: 6
• Issue: 4
• Pages: 729-743
• Keywords: Willingness to communicate in the classroom, ideal L2 self, ought-to L2 self, English-related majors, non-English related majors.
• Publisher URL: https://www.ijem.com/exploring-classroom-willingness-to-communicate-the-role-of-motivating-future-l2-selves