Recognizing that graduate students seldom have the opportunity to participate collaboratively, either in providing or receiving feedback to improve their academic writing skills, this study reports on the design of a computer-supported collaborative learning (CSCL) system used to investigate how graduate students transform and construct their academic knowledge through peer feedback when involved in summary writing. A sample of 24 graduate students who studied English as a foreign language was grouped into experimental and control groups, 13 and 11 graduate students in each group. The results of this study reveal that integrating the three key elements of a CSCL system facilitated improvement in the experimental group's summary writing. These key elements included (1) acquiring a basic understanding of main ideas by requesting keywords as scaffolds, (2) explicitly observing more proficient peers' writing processes when providing and receiving peer feedback (knowledge transformation), and (3) solving writi...

Transforming and constructing academic knowledge through online peer feedback in summary writing

This study investigates willingness to communicate (WTC) and its determinants through structural equation modelling (SEM). Building on models by MacIntyre and Charos (1996) and Yashima (2002), it addresses 3 apparent gaps in the current knowledge base: It is the first SEM-based WTC study in a Western European context, investigating French as a second language in a representative sample of over 1,000 grade 12 students in Flanders, the Dutch-speaking part of Belgium; it is among the few studies that compare classroom WTC with WTC outside the classroom; and it investigates the underexplored relationship between WTC and language proficiency through extensive standardized listening tests. Among the study's findings are that classroom WTC is a strong predictor of WTC outside the classroom; however, in naturalistic settings the role of integrativeness decreases while anxiety levels play a larger role. The study provides new support for several existing suggestions for L2 pedagogy. [ABSTRACT FROM AUTHOR]

Classroom Versus Societal Willingness to Communicate: Investigating French as a Second Language in Flanders

Spontaneous and sustained use of the L2 inside and outside the classroom varies according to a number of linguistic, communicative, social, and psychological factors. Authentic communication in L2 as a result of the complex interrelated system of variables occurs in terms of utilizing L2 for a variety of communicative acts, such as speaking up in class or reading a newspaper, and changes accordingly over time and across situations. By helping the students to decrease language anxiety and increase a willingness to use the L2 inside and outside the classroom, we direct the focus of language teaching away from merely linguistic and structural competence to authentic communication. Willingness to communicate (WTC) model integrates these variables to predict L2 communication, and a few number of studies have tested the model with EFL students. To this end, the current study is an attempt to shed light on the examination of Iranian EFL university students’ WTC and its interaction with their language anxiety and language proficiency. Forty nine university students participated in this study, took TOEFL first and then filled out two questionnaires of WTC, MacIntyre, Baker, Clement, and Conrod (2001) and language anxiety, Horwitz, Horwitz, and Cope (1986). For data analysis, Repeated Measures ANOVA and Spearman correlation were run and the results have revealed that Iranian university students’ WTC is directly related to their language proficiency but surprisingly higher proficient learners showed to be less communicative than lower proficient ones outside the classroom and this proves the state-like nature of WTC in the present sample. Moreover, the interaction between WTC and anxiety did not turn out to be significant. This shows that anxiety did not affect the learners’ participation in communication (WTC). Finally, anxiety and language proficiency are negatively correlated, so the association between language learning experience and L2 anxiety has been confirmed in the results of this study. Therefore, linguistic variables appear to be more predictive of WTC for Iranians, and language instructors should work on their students' English proficiency. Key words: Willingness to communicate; Language anxiety; Language proficiency; EFL context; Iranian students Resume L'utilisation spontanee et continuelle de la L2 a l'interieur et l'exterieur de la salle de cours varie selon de nombre facteurs linguistique, communicatifs, sociaux et psychologiques. La communication authentique en L2 est un resultat d’un systeme complexe des variables survenus en termes d’utilisation de L2 pour une variete d'actes de communication, tels que prendre la parole en classe ou lire un journal, changeant en consequence au fil du temps et selon les situations. En aidant les eleves a diminuer l'anxiete linguistique et a augmenter la volonte d'utiliser la L2 a l'interieur et l'exterieur de la salle de classe, nous eloignons les actions d'enseignement des langues de la competence purement linguistique et structurelle de la communication authentique. Le modele de la Volonte de communiquer (WTC) integre ces variables pour predire la communication L2. Un petit nombre d'etudes ont teste le modele avec les etudiants en EFL. A cette fin, la presente etude est une tentative pour faire la lumiere sur l'examen du WTC sur les etudiants iraniens en EFL et sur son interaction avec leur anxiete linguistique et leur maitrise de la langue. Quarante-neuf etudiants ont participe a cette etude. Ils ont pris le TOEFL en premier et ont ensuite rempli deux questionnaires du WTC, MacIntyre, Baker, Clement et Conrod (2001) et de l'anxiete languistique, Horwitz, Horwitz et Cope (1986). Pour l'analyse des donnees, les mesures repetees ANOVA et la correlation de Spearman ont ete effectues. Les resultats ont revele que le WTC des etudiants iraniens est directement lie a leurs competences linguistiques Mais les apprendis etonnement competents se montrent moins communicatifs que ceux qui ont moins de competence en dehors de la classe, prouvant dans l’exemple actuel la nature etatique du WTC. Par ailleurs, l'interaction entre le WTC et l'anxiete ne s'est pas avere significatif. Cela montre que l'anxiete n'a pas d'incidence sur la participation des apprenants dans la communication (WTC). Enfin, l'anxiete et la maitrise de la langue sont correles negativement, alors l'association entre l'experience de l'apprentissage des langues et de l'anxiete L2 a ete confirmee dans les resultats de cette etude. Par consequent, les enseignants de langues devrait augmenter de competence linguistique des apprenants et de leur fournir la commodite. Mots-cles: Volonte de communiquer; Anxiete languistique; contexte EFL; competences linguistiques

/pdf/the-impact-of-language-anxiety-and-language-proficiency-on-76m60q2ywo.pdf

The Impact of Language Anxiety and Language Proficiency on WTC in EFL Context

The paper reports data from an on-line peer tutoring project. In the project 78, 9-12-year-old students from Scotland and Catalonia peer tutored each other in English and Spanish via a managed on-line environment. Significant gains in first language (Catalonian pupils) modern language (Scottish pupils) and attitudes towards modern languages (both Catalonian and Scottish pupils) were reported for the experimental group as compared to the control group. Results indicated that pupils tutored each other in using Piagetian techniques of error correction during the project. Error correction provided by tutors to tutees focussed on morph syntaxys, more specifically the correction of verbs. Peer support provided via the on-line environment was predominantly based on the tutor giving the right answer to the tutee. High rates of impact on tutee corrected messages were observed. The implications for peer tutoring initiative taking place via on-line environments are discussed. Implications for policy and practice are explored.

International on-line reciprocal peer tutoring to promote modern language development in primary schools

This paper examines the French achievement results of three groups of students: Canadian-born English/French bilingual, Canadian-born multilingual and immigrant multilingual Grade 6 French immersion students, by investigating how the variables of integrative and instrumental motivations, attitudes to the learning situation, French language anxiety, motivation to learn French and oral, receptive and written willingness to communicate affect their achievement in French. Different from research with immigrant communities learning a minority language outside of Canada, this research corroborates other Canadian research where the immigrant group outperforms the Canadian-born groups in French achievement. Subsequent ANOVAs and post-hoc tests on questionnaire data showed the multilingual immigrant group to have higher integrative and instrumental motivations and were more willing to speak in French. Of these variables, integrative motivation, willingness to communicate (reading and writing) and attitude to the l...

Immigrants Outperform Canadian-Born Groups in French Immersion: Examining Factors That Influence Their Achievement.

Willingness to Communicate in the Language of the Other: Jewish and Arab Students in Israel.

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Willingness to Communicate in the Language of the Other: Jewish and Arab Students in Israel.