Paul Leeming, Joseph P. Vitta, Phil Hiver, Dillon Hicks, Stuart McLean, Christopher Nicklin
{"title":"预测第二语言口语任务完成情况的交际意愿、口语自我效能感和认知交际能力","authors":"Paul Leeming, Joseph P. Vitta, Phil Hiver, Dillon Hicks, Stuart McLean, Christopher Nicklin","doi":"10.1111/lang.12640","DOIUrl":null,"url":null,"abstract":"This study investigated how students’ self‐reported individual differences predicted second language (L2) spoken discussion task output, an objective behavioral outcome, in the Japanese university English as a Foreign Language (EFL) context. Although numerous psychological theories are used as a rationale for task‐based language teaching (TBLT), few studies have investigated the impact of individual differences variables on task performance. To address this gap, a cross‐validation procedure was used with students (<jats:italic>N</jats:italic> = 439) from two different universities. They completed questionnaires to measure willingness to communicate (WTC), speaking self‐efficacy (SSE), and perceived communicative competence (PCC). They also engaged in a quasiacademic eight‐minute group discussion task (TBLT design). This discussion was recorded and transcribed, with the number of words produced used as an objective measure of L2 task production. In the better fitting mediation structural equation model, the influences of SSE and PCC on spoken L2 task production were fully mediated by WTC (<jats:italic>R</jats:italic><jats:sup>2</jats:sup> = .21).","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Willingness to Communicate, Speaking Self‐Efficacy, and Perceived Communicative Competence as Predictors of Second Language Spoken Task Production\",\"authors\":\"Paul Leeming, Joseph P. Vitta, Phil Hiver, Dillon Hicks, Stuart McLean, Christopher Nicklin\",\"doi\":\"10.1111/lang.12640\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study investigated how students’ self‐reported individual differences predicted second language (L2) spoken discussion task output, an objective behavioral outcome, in the Japanese university English as a Foreign Language (EFL) context. Although numerous psychological theories are used as a rationale for task‐based language teaching (TBLT), few studies have investigated the impact of individual differences variables on task performance. To address this gap, a cross‐validation procedure was used with students (<jats:italic>N</jats:italic> = 439) from two different universities. They completed questionnaires to measure willingness to communicate (WTC), speaking self‐efficacy (SSE), and perceived communicative competence (PCC). They also engaged in a quasiacademic eight‐minute group discussion task (TBLT design). This discussion was recorded and transcribed, with the number of words produced used as an objective measure of L2 task production. In the better fitting mediation structural equation model, the influences of SSE and PCC on spoken L2 task production were fully mediated by WTC (<jats:italic>R</jats:italic><jats:sup>2</jats:sup> = .21).\",\"PeriodicalId\":51371,\"journal\":{\"name\":\"Language Learning\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.5000,\"publicationDate\":\"2024-03-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Learning\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1111/lang.12640\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1111/lang.12640","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Willingness to Communicate, Speaking Self‐Efficacy, and Perceived Communicative Competence as Predictors of Second Language Spoken Task Production
This study investigated how students’ self‐reported individual differences predicted second language (L2) spoken discussion task output, an objective behavioral outcome, in the Japanese university English as a Foreign Language (EFL) context. Although numerous psychological theories are used as a rationale for task‐based language teaching (TBLT), few studies have investigated the impact of individual differences variables on task performance. To address this gap, a cross‐validation procedure was used with students (N = 439) from two different universities. They completed questionnaires to measure willingness to communicate (WTC), speaking self‐efficacy (SSE), and perceived communicative competence (PCC). They also engaged in a quasiacademic eight‐minute group discussion task (TBLT design). This discussion was recorded and transcribed, with the number of words produced used as an objective measure of L2 task production. In the better fitting mediation structural equation model, the influences of SSE and PCC on spoken L2 task production were fully mediated by WTC (R2 = .21).
期刊介绍:
Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.