The Role of Communication Variables in L2 Communication Intention in Project-Based Learning (PBL) Instructional Contexts

Autor/inn/en	Cheng, Hsing-Fu; Chen, Hsiang-I; Duo, Pey-Chewn; Wang, Chaochang
Titel	The Role of Communication Variables in L2 Communication Intention in Project-Based Learning (PBL) Instructional Contexts
Quelle	In: Taiwan Journal of TESOL, 20 (2023) 1, S.1-32 (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-9448
Schlagwörter	Second Language Learning; Second Language Instruction; Student Projects; Communication (Thought Transfer); Language Usage; Classroom Communication; Anxiety; College Seniors; Active Learning; Comparative Analysis; Context Effect; Affective Behavior; Correlation; Student Motivation; Feedback (Response); Intercultural Communication; Foreign Countries; Majors (Students); English (Second Language); Course Descriptions; Student Attitudes; Taiwan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Schulprojekt; Communication; thought; Kommunikation; Gedanke; Sprachgebrauch; Klassengespräch; Angst; College; Colleges; Senior; Hochschule; Fachhochschule; Aktives Lernen; Affective disturbance; Active behaviour; Affektive Störung; Korrelation; Schulische Motivation; Interkulturelle Kommunikation; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Kursstrukturplan; Schülerverhalten
Abstract	The role of communication variables such as communication apprehension (CA), self-perceived communication competence (SPCC), and intercultural willingness to communicate (IWTC) in improving L2 WTC has rarely been compared or even considered in detail in project-based learning (PBL) classroom contexts. Given this research gap, a mixed-methods study was designed to examine the interconnection of the above-mentioned communication variables in PBL contexts. A questionnaire was administered to a total of 82 senior-year students from four sections of a PBL course at a university in northern Taiwan at the beginning and the end of the 18-week semester. The findings showed that SPCC and IWTC had significant explanatory power for L2 WTC, with the former exerting a greater impact on L2 WTC. Furthermore, with the exception of CA, the results for all the communication variables indicated significant positive change towards the end of the course. To gain more insight into the cognitive, affective, and contextual factors that may influence L2 WTC in PBL contexts, qualitative data derived from reflection reports revealed that situational WTC in PBL L2 classrooms was regulated and mediated by the interplay of multiple factors: group member support, learner engagement, mastery experience and practice, intrinsic motivation, and positive feedback and interaction. (As Provided).
Anmerkungen	National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail: tjtesol@nccu.edu.tw; Web site: http://www.tjtesol.org/index.php/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01