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Willingness to Communicate: The desire to speak in the English classroom
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Understanding the Dynamic Nature of Willingness to Communicate in L2 Classroom Interaction and the Influence of L2 Investment ...
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Examining the impact of technology-mediated oral communicative tasks on students’ willingness to communicate and communicative performance
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In: Graduate Theses and Dissertations (2019)
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Promotion of Trilingual Education in Kazakhstan Schools: Online Monitoring Results ; Продвижение трехъязычного образования в школах Казахстана: итоги онлайн-мониторингов
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“The Sound of Silence” A Proposal to Reduce Anxiety and Unwillingness to Participate in the EFL Classroom
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Abstract:
Anxiety is one of the determining factors that affects students’ performance in the EFL classroom, not only is the anxiety present in this specific classroom, it affects other subjects and students’ overall development particularly the development of two key competences, linguistic or communicative competence and entrepreneurship. Through the consideration and reflection upon literature regarding the topics of anxiety, teaching approaches, methodology used and the role of the teacher, this dissertation provides a comprehensive set of guidelines to help EFL teachers reduce anxiety and increase students’ willingness to participate, thus benefiting their overall education, along with an example of a possible session which includes these curricular content students must be given bearing in mind the guidelines created. The guidelines described can be implemented and adapted to other subjects and may benefit students learning in other fields apart from EFL and communication in general. ; La ansiedad es uno de los factores determinantes que afecta el rendimiento de los estudiantes en el aula de inglés como lengua extranjera, no solo está presente en la clase de inglés, sino que también afecta a otras asignaturas y al desarrollo general de los estudiantes, en particular en cuanto al desarrollo de dos competencias clave, la competencia lingüística o comunicativa y el espíritu emprendedor. A través de la consideración y la reflexión sobre la investigación con respecto a los temas de ansiedad, los enfoques didácticos, la metodología utilizada y el rol del profesor, esta tesis proporciona una serie de pautas para ayudar a los profesores de ILE a reducir la ansiedad y aumentar la disposición de los estudiantes a participar en clase, beneficiando así a la educación íntegra de sus alumnos, junto a un ejemplo de una posible sesión que incluye los contenidos curriculares teniendo en cuenta las pautas creadas. Las pautas descritas pueden implementarse y adaptarse en otras asignaturas y pueden beneficiar el aprendizaje de los estudiantes en otras asignaturas no solamente en ILE y la comunicación en general. ; Departamento de Filología Inglesa ; Máster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas
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Keyword:
5701.11 Enseñanza de Lenguas; Ansiedad - Disposición a participar; Speech anxiety - Willingness to participate
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URL: http://uvadoc.uva.es/handle/10324/39565
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| 26 |
La contribution des tâches de réalité virtuelle au désir de communiquer en français langue seconde à l’extérieur de la salle de classe à Montréal
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| 27 |
Post-French Immersion Student Perceptions of Parallel Concordancing: A Mixed Methods Study
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| 28 |
INDONESIAN EFL STUDENTS’ WILLINGNESS TO COMMUNICATE IN THE 2013 CURRICULUM IMPLEMENTATION: A CASE STUDY
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 105-120 (2019) (2019)
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| 29 |
Learner-internal and learner-external predictors of Willingness to Communicate in the FL Classroom
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In: Journal of the European Second Language Association; Vol 2, No 1 (2018); 24-37 ; 2399-9101 (2018)
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| 30 |
Investigating creative flow and willingness to communicate in a foreign language in an arts-based after school program
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| 31 |
The relationship between willingness to communicate and social presence in an online English language course
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| 32 |
Increasing Willingness and Opportunities to Communicate in a Foreign Language with Machine Translation and Instant Messaging
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Tekwa, Kizito. - : Université d'Ottawa / University of Ottawa, 2018
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| 33 |
THE ESL TEACHERS’ WILLINGNESS TO COMMUNICATE IN ENGLISH
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In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 3, Pp 594-603 (2018) (2018)
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| 34 |
自我效能,英語學習動機,及老師即時行為影響台灣大學生英語溝通意願之研究 ; The Effects of Taiwan University Students’ Self-efficacy, Motivation and Their Teachers’ Behaviors on Their Willingness to Communicate in the English Classroom
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| 35 |
Pre-service Teachers, Feedback and French Proficiency Development: Running the Race or Crossing the Finish Line? To Win You Must Run.
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| 36 |
Investigating and Enhancing Willingness to Communicate and Motivational Self-System of Yemeni Rural EFL Learners
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| 37 |
Exploring the Dynamics of Willingness to Communicate in Written Communication: A Case Study
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In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 39-55 (2017) (2017)
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| 38 |
Complex Dynamic Systems and Interlanguage Variability: Investigating Topic, Syntactic Complexity, and Accuracy in NS-NNS Written Interaction
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In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 56-97 (2017) (2017)
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Why an Indirect Measure of L2 Learner’s Willingness to Communicate in L2 Writing Requires Cautious Inferencing
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In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 101-103 (2017) (2017)
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| 40 |
“In Iran I Didn’t Speak English Any More”: The Effects of Contextual Changes on the Willingness to Communicate of Iranian Migrants to New Zealand
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