Situational Willingness to Communicate Among Adult Second Language Learners: An Emerging Theory Supporting Diverse Learning

• In Event: Roundtable Session 50
  In Roundtable Session: Communicative Practices and Digital Learning in Multilingual Settings

Abstract

This study examined the impact of various situational variables on adult English as a second language (ESL) learners’ psychological antecedents and their situational Willingness to Communicate (WTC). Data were collected from 247 participants who took the Situational Variables Scale in the Context of Situational WTC instrument developed for the study. Results reveal conducive topics and interlocutors, inhibiting interlocutors, promotive personal motives, and inactivating situations are significant variables. Lack of excitement and responsibility are essential psychological antecedents. Conducive topics and interlocutors, inhibiting interlocutors, and inactivating situations increase learners’ lack of excitement. conducive topics and interlocutors induce learners’ responsibility. This study will inform educators of the variables that enhance WTC to provide the most appropriate environment for language learning.

Authors

• Carol Lynn Wright, ELS Language Centers, La Verne

• Ying Hong Jiang, Azusa Pacific University

• Susan R. Warren, Azusa Pacific University

• Jenny Y.P. Yau, Azusa Pacific University