Exploring EFL Learners' Willingness to Communicate in Multimodal Videoconferences

Exploring EFL Learners' Willingness to Communicate in Multimodal Videoconferences

Shao-Ting Alan Hung, Heng-Tsung Danny Huang
Copyright: © 2021 |Pages: 21
DOI: 10.4018/IJCALLT.2021100106
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Abstract

The current study explored how the participation in multimodal videoconferencing sessions affected one of the affective factors: willingness to communicate (WTC) in second language learning. Participants from the experimental group took part in three 30-minute communication tasks via videoconferencing that included interactions in textual, audio, and visual modes while their counterparts completed the same tasks face-to-face. Instruments included an adapted WTC scale, semi-structured interviews, and learner reflections. The results showed that learners in the experimental group exhibited significantly higher levels of WTC than those in the control group, suggesting that multimodal videoconferencing increased learners' WTC. Next, qualitative findings indicated that learners' WTC in multimodal videoconferences was influenced by the support from multimodal texts and the affordances of multimodal interaction. EFL professionals are recommended to create multimodal environments to not merely foster learners' negotiation of meaning but also promote WTC through diverse patterns of interaction.
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Videoconferencing In L2 Teaching And Learning

Nowadays, technological advances in programming, computer speed, and Internet bandwidth have made free real-time communication through videoconferencing possible, and this application has extended to the L2 classroom. In addition, the availability of desktops, laptops and smart phones equipped with cameras and microphones along with faster Internet speeds and readily accessible WIFI on many university campuses has made it easier for teachers to implement oral CMC tasks to increase L2 learners’ additional language practice outside of the classroom.

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