Effects of Intensive EFL Immersion Programmes on Willingness to Communicate

Autor/in	Grant, Sean
Titel	Effects of Intensive EFL Immersion Programmes on Willingness to Communicate
Quelle	In: Language Learning Journal, 48 (2020) 4, S.442-453 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2017.1422274
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Immersion Programs; Language Usage; Anxiety; Communication (Thought Transfer); Program Descriptions; Communicative Competence (Languages); Predictor Variables; Student Attitudes; Intensive Language Courses; Foreign Countries; Task Analysis; Teaching Methods; Language Fluency; Study Abroad; College Students; Program Effectiveness; Macau + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Immersionsprogramm; Sprachgebrauch; Angst; Communication; thought; Kommunikation; Gedanke; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Prädiktor; Schülerverhalten; Intensivkurs; Sprachkurs; Ausland; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Studies abroad; Auslandsstudium; Collegestudent
Abstract	Few studies have examined willingness to communicate (WtC) changes resulting from short-term intensive immersion programmes. This study investigated the antecedents to and changes in WtC during one such programme held at a Macau university. The programme required students to reside on campus and participate in extensive task-based communicative language classes and fluency activities with a range of interlocutors from different backgrounds. Pre- and post-programme questionnaire data were collected, and regression analyses indicated perceived competence as the largest predictor for WtC. Repeated measure t-tests indicated significant improvement in WtC and the underlying components of perceived competence, language use anxiety and motivation for language learning as a result of the programme. The results support previous studies on WtC predictors, and suggest short-term intensive English programmes held within the home country of students can be as beneficial to WtC as longer term immersion or study abroad programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01