The The Relationship between Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy—A Pilot Study
The article aims to scrutinize third agers’ in-class willingness to communicate (WTC) in English as well as to determine the relationship among WTC, intrinsic motivation, classroom environment, and teacher immediacy. The instrument adapted to this study was a questionnaire comprising biodata items,...
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| Format: | Article |
| Language: | English |
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University of Silesia Press
2022-07-01
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| Series: | Theory and Practice of Second Language Acquisition |
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| Online Access: | https://journals.us.edu.pl/index.php/TAPSLA/article/view/8989 |
| _version_ | 1828397157292441600 |
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| author | Anna Borkowska |
| author_facet | Anna Borkowska |
| author_sort | Anna Borkowska |
| collection | DOAJ |
| description |
The article aims to scrutinize third agers’ in-class willingness to communicate (WTC) in English as well as to determine the relationship among WTC, intrinsic motivation, classroom environment, and teacher immediacy. The instrument adapted to this study was a questionnaire comprising biodata items, the in-class WTC tool (Peng & Woodrow, 2010), intrinsic motivation (Noels, Clément, & Pelletier, 2001), classroom environment (Fraser, Fisher, & McRobbie, 1996), and the teacher immediacy scale (Zhang & Oetzel, 2006). The data revealed that senior learners’ WTC was higher in meaning-focused than in form-focused activities. This finding indicates that the participants paid due attention to communicative interactions in English. Also, they were more eager to be actively involved in dyadic exercises as it might have given them a sense of security and confidence. It is
noteworthy that intrinsic motivation turned out to be the strongest predictor of in-class WTC. The analysis showed that communication in English abroad and in-class was of paramount relevance for the informants. The older adults also underscored the fundamental role of the language instructor. In this respect, the students attached great importance to a non-threatening atmosphere, and the teacher’s personality traits, namely patience, professionalism, and empathy.
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| first_indexed | 2024-12-10T08:42:46Z |
| format | Article |
| id | doaj.art-81331c964a134af69d1cc2f314ea9df5 |
| institution | Directory Open Access Journal |
| issn | 2450-5455 2451-2125 |
| language | English |
| last_indexed | 2024-12-10T08:42:46Z |
| publishDate | 2022-07-01 |
| publisher | University of Silesia Press |
| record_format | Article |
| series | Theory and Practice of Second Language Acquisition |
| spelling | doaj.art-81331c964a134af69d1cc2f314ea9df52022-12-22T01:55:49ZengUniversity of Silesia PressTheory and Practice of Second Language Acquisition2450-54552451-21252022-07-018210.31261/TAPSLA.8989The The Relationship between Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy—A Pilot StudyAnna Borkowska0Podhale State College The article aims to scrutinize third agers’ in-class willingness to communicate (WTC) in English as well as to determine the relationship among WTC, intrinsic motivation, classroom environment, and teacher immediacy. The instrument adapted to this study was a questionnaire comprising biodata items, the in-class WTC tool (Peng & Woodrow, 2010), intrinsic motivation (Noels, Clément, & Pelletier, 2001), classroom environment (Fraser, Fisher, & McRobbie, 1996), and the teacher immediacy scale (Zhang & Oetzel, 2006). The data revealed that senior learners’ WTC was higher in meaning-focused than in form-focused activities. This finding indicates that the participants paid due attention to communicative interactions in English. Also, they were more eager to be actively involved in dyadic exercises as it might have given them a sense of security and confidence. It is noteworthy that intrinsic motivation turned out to be the strongest predictor of in-class WTC. The analysis showed that communication in English abroad and in-class was of paramount relevance for the informants. The older adults also underscored the fundamental role of the language instructor. In this respect, the students attached great importance to a non-threatening atmosphere, and the teacher’s personality traits, namely patience, professionalism, and empathy. https://journals.us.edu.pl/index.php/TAPSLA/article/view/8989willingness to communicateseniorsmotivationteacher immediacy |
| spellingShingle | Anna Borkowska The The Relationship between Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy—A Pilot Study Theory and Practice of Second Language Acquisition willingness to communicate seniors motivation teacher immediacy |
| title | The The Relationship between Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy—A Pilot Study |
| title_full | The The Relationship between Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy—A Pilot Study |
| title_fullStr | The The Relationship between Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy—A Pilot Study |
| title_full_unstemmed | The The Relationship between Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy—A Pilot Study |
| title_short | The The Relationship between Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy—A Pilot Study |
| title_sort | the relationship between age advanced learners in class willingness to communicate in english intrinsic motivation classroom environment and teacher immediacy a pilot study |
| topic | willingness to communicate seniors motivation teacher immediacy |
| url | https://journals.us.edu.pl/index.php/TAPSLA/article/view/8989 |
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