Poster #43 - Autonomy-Supportive and Culturally Responsive Environments Contribute to International Students' Willingness to Communicate and Participation

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-8 - Role of Teachers, Learning Environments, Parents, and Peers in Motivational Processes

Abstract

Cultivating classroom environments that support international students’ success in college requires the consideration of cultural, psychological and motivational factors. We apply Self-Determination Theory (SDT) and frameworks from Culturally Responsive/Relevant Pedagogy, Teaching Education (CRPTE) to examine international students’ (ISTs) perceptions of U.S. university classroom environments and the impact on their classroom willingness to communicate (WTC), oral participation, communication anxiety, intercultural willingness to communicate (IWTC) and motivation. Data were collected from 513 ISTs and analyzed using structural equation modeling (SEM). Results suggest that autonomy supportive and culturally responsive learning environments had significant impact on ISTs’ communication and motivation outcomes. We discuss theoretical, methodological and practical implications for motivation research as well as teaching and learning in higher education.

Authors

• Dongyao Tan, Purdue University

• Horane A. Holgate, Purdue University

• Chantal Levesque-Bristol, Purdue University