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Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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Willingness to Communicate and Second Language Fluency: Korean-Speaking Short-Term Sojourners in Australia
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In: Languages; Volume 7; Issue 2; Pages: 112 (2022)
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動機、老師的即時行為及課堂互動影響學習者溝通意願之研究 ; The Effects of Learners' Motivation, Teacher Immediacy Behaviors, and Class Interactions on Their Willingness to Communicate
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臺灣大學生學習英語的動機與使用英語溝通的意願之間的關係 ; The Relationship between Taiwanese EFL Students’ Motivation and Willingness to Communicate
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СЕМАНТИЧЕСКИЕ И ЛЕКСИКО-ГРАММАТИЧЕСКИЕ СВОЙСТВА МОДАЛЬНОГО ГЛАГОЛА 肯 (KĚN) В КИТАЙСКОМ ЯЗЫКЕ ... : THE SEMANTIC AND LEXICO-GRAMMATIC PROPERTIES OF THE MODAL VERB 肯 (kěn) IN CHINESE ...
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Sustainable Development of EFL/ESL Learners’ Willingness to Communicate: The Effects of Teachers and Teaching Styles
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In: Sustainability; Volume 14; Issue 1; Pages: 396 (2021)
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Willingness to Communicate and Second Language Proficiency: A Correlational Study
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In: Education Sciences ; Volume 11 ; Issue 9 (2021)
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Psychological Aspects of Using Video for Forming Teenagers’ Translational Competence ; Психологічні аспекти використання відео для формування перекладацької компетентності підлітків
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In: Collection of Research Papers "Problems of Modern Psychology"; No. 53 (2021): Collection of Research Papers ”Problems of Modern Psychology”; 149-172 ; Збірник наукових праць "Проблеми сучасної психології"; № 53 (2021): Збірник наукових праць “Проблеми сучасної психології”; 149-172 ; 2663-6956 ; 2227-6246 ; 10.32626/2227-6246.2021-53 (2021)
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Development and Validation of Willingness to Communicate, Language Use, and Motivation Questionnaires
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In: Issues in Language Studies, Vol 10, Iss 1 (2021) (2021)
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Exploring Secondary Teachers’ Willingness to Differentiate Instruction for ELLs
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In: INTESOL Journal; Vol. 18 No. 1 (2021): Equity and Access For Language Learners: INTESOL Conference 2020 Showcase Issue; 75-112 ; 2373-8936 (2021)
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Abstract:
The growing English language learner (ELL) population is expanding in the United States from concentrated, urban areas to smaller, rural school districts in which mainstream content teachers provide most instruction for these students (DelliCarpini & Alonso, 2014). Most mainstream content teachers at the secondary level, however, have had little or no training in teaching ELLs and do not currently provide the differentiated instruction necessary for ELLs to be successful (Musanti & Pence, 2010; Rubinstein-Avila & Lee, 2014). Previous research has explored teacher attitudes toward ELLs in mainstream classes and the teacher beliefs related to teacher identity, teacher responsibility, and self-efficacy which all emerge as relevant to teaching ELLs. However, there is no prior research on the association these three factors potentially have with teachers’ willingness to differentiate their instruction for ELLs in mainstream classrooms. This study explored these three factors of identity, responsibility, and self-efficacy as well as EL training, their relationship to each other, and their potential correlation with a teacher’s willingness to differentiate (WTD) instruction for ELLs in a mainstream classroom. Results indicate that identity and responsibility correlate most with a willingness to differentiate, but self-efficacy, along with several other emergent factors, are also relevant.
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Keyword:
ELL; ESL; K-12; mainstream; professional development; responsibility; self-efficacy; teacher identity; willingness to differentiate
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URL: http://journals.iupui.edu/index.php/intesol/article/view/25181
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A CASE STUDY ON WILLINGNESS TO COMMUNICATE IN ENGLISH IN THE IRANIAN TERTIARY EDUCATIONAL CONTEXT
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In: TEFLIN Journal, Vol 32, Iss 1, Pp 1-28 (2021) (2021)
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An Ecological Investigation of the Willingness to Communicate (WTC) in English of Adult Migrant Learners From Iran in a New Zealand Tertiary Classroom
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Creation of Two Valid Scales: Willingness to Fly in an Aircraft and Willingness to Pilot an Aircraft
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In: International Journal of Aviation, Aeronautics, and Aerospace (2020)
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Linguistic shame and shaming: teacher awareness and English language teaching in Sri Lanka
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The subtle art of creating a pleasant classroom atmosphere during 'in-person' and emergency remote foreign language lessons
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Der Einsatz des Improvisationstheaters im Fremdsprachenunterricht und der Einfluss auf die Sprechbereitschaft und intrinsische Motivation am Beispiel Französisch
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Sexting en adolescentes: Prevalencia y comportamientos
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 64, 2020, pags. 9-18 (2020)
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Thinking fast and slow about willingness to communicate: A two-systems view
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In: Eurasian Journal of Applied Linguistics, Vol 6, Iss 3, Pp 443-458 (2020) (2020)
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The role of ideal L2 self in predicting L2 willingness to communicate inside and outside the classroom
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In: Eurasian Journal of Applied Linguistics, Vol 6, Iss 2, Pp 189-203 (2020) (2020)
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The Relationship Between ESL Learners’ Motivation, Willingness to Communicate, Perceived Competence, and Frequency of L2 Use
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In: Studies in Applied Linguistics & TESOL, Vol 20, Iss 2 (2020) (2020)
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