Willingness to communicate, interest, motives to communicate with the instructor, and L2 speaking: a focus on the role of age and gender

References

• Baker, W. 2011. “From Cultural Awareness to Intercultural Awareness: Culture in ELT.” ELT Journal 66 (1): 62–70. doi:10.1093/elt/ccr017.
   Web of Science ®Google Scholar
• Brown, H. D. 2014. Principles of Language Learning and Teaching. 6th ed. New York: Pearson Education.
   Google Scholar
• Dewaele, J. M. 2010. “Multilingualism and Affordances: Variation in Self-perceived Communicative Competence and Communicative Anxiety in French L1, L2, L3 and L4.” IRAL-International Review of Applied Linguistics in Language Teaching 48 (2–3): 105–129. doi: 10.1515/iral.2010.006
   Google Scholar
• Dewaele, J. M., and T. Shan Ip. 2013. “The Link Between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-rated English Proficiency among Chinese Learners.” Studies in Second Language Learning and Teaching 3 (1): 47–66. doi: 10.14746/ssllt.2013.3.1.3
   Google Scholar
• Donovan, L. A., and P. D. MacIntyre. 2004. “Age and Sex Differences in Willingness to Communicate, Communication Apprehension, and Self-perceived Competence.” Communication Research Reports 21 (4): 420–427. doi:10.1080/08824090409360006.
   Google Scholar
• Dörnyei, Z. 2005. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Eddy-U, M. 2015. “Motivation for Participation or Non-participation in Group Tasks: A Dynamic Systems Model of Task-situated Willingness to Communicate.” System 50: 43–55. doi:10.1016/j.system.2015.03.005.
   Web of Science ®Google Scholar
• Fallah, N. 2014. “Willingness to Communicate in English, Communication Self-confidence, Motivation, Shyness and Teacher Immediacy among Iranian English-major Undergraduates: A Structural Equation Modeling Approach.” Learning and Individual Differences 30: 140–147. doi:10.1016/j.lindif.2013.12.006.
   Web of Science ®Google Scholar
• Fassinger, P. A. 1995. “Understanding Classroom Interaction: Students’ and Professors’ Contributions to Students’ Silence.” The Journal of Higher Education 66 (1): 82–96.
   Web of Science ®Google Scholar
• Frisby, B. N., and M. M. Martin. 2010. “Instructor–Student and Student–Student Rapport in the Classroom.” Communication Education 59 (2): 146–164. doi:10.1080/03634520903564362.
   Google Scholar
• Ghonsooly, B., G. H. Khajavy, and S. F. Asadpour. 2012. “Willingness to Communicate in English among Iranian Non-English Major University Students.” Journal of Language and Social Psychology 31 (2): 197–211. doi:10.1177/0261927X12438538.
   Web of Science ®Google Scholar
• Goodboy, A. K., and S. Bolkan. 2011. “Student Motives for Communicating with Instructors as a Function of Perceived Instructor Power Use.” Communication Research Reports 28 (1): 109–114. doi:10.1080/08824096.2011.541368.
   Google Scholar
• Goodboy, A. K., M. M. Martin, and S. Bolkan. 2009. “The Development and Validation of the Student Communication Satisfaction Scale.” Communication Education 58 (3): 372–396. doi:10.1080/03634520902755441.
   Web of Science ®Google Scholar
• Goodboy, A. K., S. A. Myers, and S. Bolkan. 2010. “Student Motives for Communicating with Instructors as a Function of Perceived Instructor Misbehaviors.” Communication Research Reports 27 (1): 11–19. doi:10.1080/08824090903526604.
   Google Scholar
• Graham, S. 1997. Effective Language Learning: Positive Strategies for Advanced Level Language Learning. Philadelphia: Multilingual Matters Ltd.
   Google Scholar
• Graham, S., and F. Rees. 1995. “Gender Differences in Language Learning: The Question of Control.” The Language Learning Journal 11 (1): 18–19. doi:10.1080/09571739585200061.
   Google Scholar
• Hidi, S. 2001. “Interest, Reading, and Learning: Theoretical and Practical Considerations.” Educational Psychology Review 13 (3): 191–209. doi:10.1023/A:1016667621114.
   Web of Science ®Google Scholar
• Jonassen, D. H., and B. L. Grabowsky. 1993. Handbook of Individual Differences, Learning and Instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Khatib, M., and S. Nourzadeh. 2014. “Development and Validation of an Instructional Willingness to Communicate Questionnaire.” Journal of Multilingual and Multicultural Development 36 (3): 263–283. doi:10.1080/01434632.2014.914523.
   Web of Science ®Google Scholar
• Kumaravadivelu, B. 2003. Beyond Method: Macrostrategies for Language Teaching. New Havan, CT: Yale University Press.
   Google Scholar
• Long, M. 2015. Second Language Acquisition and Task-based Language Teaching. Malden, MA: Wiley Blackwell.
   Google Scholar
• MacIntyre, P. D. 2007. “Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional Process.” The Modern Language Journal 91 (4): 564–576. doi:10.1111/j.1540-4781.2007.00623.x.
   Web of Science ®Google Scholar
• MacIntyre, P. D., S. C. Baker, R. Clément, and S. Conrod. 2001. “Willingness to Communicate, Social Support, and Language-Learning Orientations of Immersion Students.” Studies in Second Language Acquisition 23 (3): 369–388. doi: 10.1017/S0272263101003035
   Google Scholar
• MacIntyre, P. D., S. C. Baker, R. Clément, and L. A. Donovan. 2002. “Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation among Junior High School French Immersion Students.” Language Learning 52 (3): 537–564. doi: 10.1111/1467-9922.00194.
   Web of Science ®Google Scholar
• MacIntyre, P. D., Z. Dörnyei, R. Clément, and K. A. Noels. 1998. “Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation.” Modern Language Journal 82 (4): 545–562. doi:10.1111/j.1540-4781.1998.tb05543.x.
   Web of Science ®Google Scholar
• Martin, M. M., T. P. Mottet, and S. A. Myers. 2000. “Students’ Motivation for Communication with Their Instructors and Affective and Cognitive Learning.” Psychological Reports 87 (3): 830–834. doi: 10.2466/pr0.2000.87.3.830
   PubMedGoogle Scholar
• Martin, M. M., S. A. Myers, and T. P. Mottet. 1999. “Students’ Motives for Communicating with Their Instructors.” Communication Education 48 (2): 155–164. doi:10.1080/03634529909379163.
   Web of Science ®Google Scholar
• Mazer, J. P. 2013. “Validity of the Student Interest and Engagement Scales: Associations with Student Learning Outcomes.” Communication Studies 64 (2): 125–140. doi:10.1080/10510974.2012.727943.
   Google Scholar
• McCroskey, J. C. 1992. “Reliability and Validity of the Willingness to Communicate Scale.” Communication Quarterly 40 (1): 16–25. doi:10.1080/01463379209369817.
   Google Scholar
• McCroskey, J. C., and J. E. Baer. 1985. “Willingness to Communicate: The Construct and It’s Measurement.” Paper presented at the Annual Meeting of the Speech Communication Association, Denver, CO (ERIC Document Reproduction Service No. ED265604).
   Google Scholar
• Morreale, S., P. Backlund, and L. Sparks. 2014. “Communication Education and Instructional Communication: Genesis and Evolution as Fields of Inquiry.” Communication Education 63 (4): 344–354. doi:10.1080/03634523.2014.944926.
   Web of Science ®Google Scholar
• Myers, S. A., and C. J. Claus. 2012. “The Relationship Between Students’ Motives to Communicate with Their Instructors and Classroom Environment.” Communication Quarterly 60 (3): 386–402. doi:10.1080/01463373.2012.688672.
   Google Scholar
• Myers, S., M. Martin, and T. Mottet. 2002. “Students’ Motives for Communicating with Their Instructors: Considering Instructor Socio-communicative Style, Student Socio-communicative Orientation, and Student Gender.” Communication Education 51 (2): 121–133. doi:10.1080/03634520216511.
   Google Scholar
• Öz, H., M. Demirezen, and J. Pourfeiz. 2015. “Willingness to Communicate of EFL Learners in Turkish Context.” Learning and Individual Differences 37: 269–275. doi:10.1016/j.lindif.2014.12.009.
   Web of Science ®Google Scholar
• Patton, M. Q. 2002. Qualitative Research and Evaluation Methods. 3rd ed. Thousand Oaks, CA: Sage.
   Google Scholar
• Paulhus, D. L., and S. Vazire. 2007. “The Self-report Method.” In Handbook of Research Methods in Personality Psychology, edited by R. W. Robins, R. C. Fraley, and R. F. Krueger, 224–240. New York: Guilford.
   Google Scholar
• Pawlak, M., and A. Mystkowska-Wiertelak. 2015. “Investigating the Dynamic Nature of L2 Willingness to Communicate.” System 50: 1–9. doi:10.1016/j.system.2015.02.001.
   Web of Science ®Google Scholar
• Powell, R. G., and D. L. Powell. 2010. Classroom Communication and Diversity: Enhancing Instructional Practice. 2nd ed. New York: Routledge.
   Google Scholar
• Pyun, D. O., J. S. Kim, H. Y. Cho, and J. H. Lee. 2014. “Impact of Affective Variables on Korean as a Foreign Language Learners’ Oral Achievement.” System 47: 53–63. doi:10.1016/j.system.2014.09.017.
   Web of Science ®Google Scholar
• Rocca, K. A. 2010. “Student Participation in the College Classroom: An Extended Multidisciplinary Literature Review.” Communication Education 59 (2): 185–213. doi:10.1080/03634520903505936.
   Google Scholar
• Schraw, G., and S. Lehman. 2001. “Situational Interest: A Review of the Literature and Directions for Future Research.” Educational Psychology Review 13 (1): 23–52. doi:10.1023/A:1009004801455.
   Web of Science ®Google Scholar
• SoriĆ, I., and M. PalekčiĆ. 2009. “The Role of Students’ Interests in Self-regulated Learning: The Relationship Between Students’ Interests, Learning Strategies and Causal Attributions.” European Journal of Psychology of Education 24 (4): 545–565. doi:10.1007/BF03178767.
   Web of Science ®Google Scholar
• Swain, M. 2000. “The Output Hypothesis and Beyond: Mediating Acquisition Through Collaborative Dialogue.” In Sociocultural Theory and Second Language Learning, edited by J. P. Lantolf, 97–114. Oxford: Oxford University Press.
   Google Scholar
• Thompson, A. S. 2015. “Are Your Participants Multilingual? The Role of Self-assessment in SLA Research.” Language in Focus 1 (1): 51–65. doi:10.1515/lifijsal-2015–0004.
   Google Scholar
• Tin, T. B. 2013. “Exploring the Development of ‘Interest’ in Learning English as a Foreign/Second Language.” RELC Journal 44 (2): 129–146. doi:10.1177/0033688213488388.
   Google Scholar
• Weber, K., M. M. Martin, and J. L. Cayanus. 2005. “Student Interest: A Two-study Re-examination of the Concept.” Communication Quarterly 53 (1): 71–86. doi:10.1080/01463370500055996.
   Google Scholar
• Williams, K. D., and A. B. Frymier. 2007. “The Relationship Between Student Educational Orientation and Motives for Out-of-class Communication.” Communication Research Reports 24 (3): 249–256. doi:10.1080/08824090701446625.
   Google Scholar
• Yu, M. 2011. “Effect of Communication Variables, Affective Variables, and Teacher Immediacy on Willingness to Communicate of Foreign Language Learners.” Chinese Journal of Communication 4 (2): 218–236. doi:10.1080/17544750.2011.565678.
   Web of Science ®Google Scholar
• Zarrinabadi, N. 2014. “Communicating in a Second Language: Investigating the Effect of Teacher on Learners’ Willingness to Communicate.” System 42: 288–295. doi:10.1016/j.system.2013.12.014.
   Web of Science ®Google Scholar