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Engendering WTC in Online Learning Spaces: Peer Connectivity Is More Important Than We May Think

Engendering WTC in Online Learning Spaces: Peer Connectivity Is More Important Than We May Think

Amelia Yarwood, Phillip A. Bennett
Copyright: © 2022 |Pages: 20
ISBN13: 9781799887171|ISBN10: 1799887170|ISBN13 Softcover: 9781799887188|EISBN13: 9781799887195
DOI: 10.4018/978-1-7998-8717-1.ch012
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MLA

Yarwood, Amelia, and Phillip A. Bennett. "Engendering WTC in Online Learning Spaces: Peer Connectivity Is More Important Than We May Think." Transferring Language Learning and Teaching From Face-to-Face to Online Settings, edited by Christina Nicole Giannikas, IGI Global, 2022, pp. 227-246. https://doi.org/10.4018/978-1-7998-8717-1.ch012

APA

Yarwood, A. & Bennett, P. A. (2022). Engendering WTC in Online Learning Spaces: Peer Connectivity Is More Important Than We May Think. In C. Giannikas (Ed.), Transferring Language Learning and Teaching From Face-to-Face to Online Settings (pp. 227-246). IGI Global. https://doi.org/10.4018/978-1-7998-8717-1.ch012

Chicago

Yarwood, Amelia, and Phillip A. Bennett. "Engendering WTC in Online Learning Spaces: Peer Connectivity Is More Important Than We May Think." In Transferring Language Learning and Teaching From Face-to-Face to Online Settings, edited by Christina Nicole Giannikas, 227-246. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8717-1.ch012

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Abstract

Since 2020, language learning environments have had to swiftly transition from traditional face-to-face learning to remote learning contexts. This chapter interrogates factors related to students' willingness to communicate (WTC) in online-mediated discussions in a Japanese university classroom. Using a self-determination theory framework to conduct a thematic analysis of data collected from focus group discussions and the written reflections of English L2 learners (N=19), three main factors were found to contribute to a lack of WTC. Two of the three are unique to online learning: disruptive environmental factors and a thwarting of relatedness between classmates. The third factor, a perceived lack of communicative ability, although not unique to online learning, was amplified by the online environment. In order to address these factors, which contribute to a lack of WTC, a number of teaching interventions aimed at fostering communicative online classrooms are introduced.

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