Yiying Xiong, Shuqi Liu, Hsin-Ya Tang, Jiaqi Feng, Chengyang Yang
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引用次数: 0
Abstract
Introduction
Training English as an Additional Language (EAL) counsellor trainees is crucial to fostering a counselling workforce capable of serving diverse populations. However, Foreign Language Anxiety (FLA) poses a significant barrier to their professional development, impacting their communication skills and confidence. This study explored the factors impacting EAL counsellor trainees' FLA by using the Willingness to Communicate (WTC) model as a framework.
Method
Through a phenomenological approach, interviews with 20 EAL trainees revealed various factors. The factors were organised into four components of the WTC model: situated antecedents, motivational propensities, affective-cognitive context, and social and individual context.
Discussion
The findings highlighted the complex interplay between situational and personal factors shaping FLA and call for counsellor education programmes to develop holistic strategies that reduce FLA, thus enhancing EAL trainees' communication confidence and readiness for professional practices.
期刊介绍:
Counselling and Psychotherapy Research is an innovative international peer-reviewed journal dedicated to linking research with practice. Pluralist in orientation, the journal recognises the value of qualitative, quantitative and mixed methods strategies of inquiry and aims to promote high-quality, ethical research that informs and develops counselling and psychotherapy practice. CPR is a journal of the British Association of Counselling and Psychotherapy, promoting reflexive research strongly linked to practice. The journal has its own website: www.cprjournal.com. The aim of this site is to further develop links between counselling and psychotherapy research and practice by offering accessible information about both the specific contents of each issue of CPR, as well as wider developments in counselling and psychotherapy research. The aims are to ensure that research remains relevant to practice, and for practice to continue to inform research development.