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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 18 of 18 1 Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms Matuzas, Mark A In: Networks: An Online Journal for Teacher Research (2022) BASE Show details 2 臺灣大學生學習英語的動機與使用英語溝通的意願之間的關係 ; The Relationship between Taiwanese EFL Students’ Motivation and Willingness to Communicate 陳宜豐; CHEN, YI-FONG. - 2021 BASE Show details 3 Sustainable Development of EFL/ESL Learners’ Willingness to Communicate: The Effects of Teachers and Teaching Styles Xuemei Chen; Jean-Marc Dewaele; Tiefu Zhang In: Sustainability; Volume 14; Issue 1; Pages: 396 (2021) BASE Show details 4 Development and Validation of Willingness to Communicate, Language Use, and Motivation Questionnaires Ubaid Ullah Ubaid; Soubakeavathi Rethinasamy; Joseph Ramanair In: Issues in Language Studies, Vol 10, Iss 1 (2021) (2021) BASE Show details 5 A CASE STUDY ON WILLINGNESS TO COMMUNICATE IN ENGLISH IN THE IRANIAN TERTIARY EDUCATIONAL CONTEXT Zahra Alimorad; Mina Farahmand In: TEFLIN Journal, Vol 32, Iss 1, Pp 1-28 (2021) (2021) BASE Show details 6 Linguistic shame and shaming: teacher awareness and English language teaching in Sri Lanka Abeysena, H; Borala Liyanage, I.. - : IATED, 2020 BASE Show details 7 The subtle art of creating a pleasant classroom atmosphere during 'in-person' and emergency remote foreign language lessons Waldschütz, Lisa. - 2020 BASE Show details 8 Post-French Immersion Student Perceptions of Parallel Concordancing: A Mixed Methods Study Bradley, Noah Jason Ward. - 2019 Abstract: I examine the perceptions of students who have graduated from the Ontario French immersion program toward an online corpus at a university in Ontario. No corpus research has yet been conducted on post-French immersion students studying in a French Studies department at university. This study further researches the effectiveness of bilingual corpus use for writing. It presents students with a tool for overcoming language learning plateaus and provides teachers with a model for teaching corpus usage. Through a sequential mixed methods approach, I use a quantitative questionnaire and then qualitative interviews to answer the research questions. Students generally perceive corpus use positively, but not as an answer to every language learning problem, instead viewing corpus use as one of many available tools. Furthermore, students prefer using several websites to verify their word usage. In our information-driven world, students use every internet resource at their disposal to learn a language efficiently. Keyword: bilingual corpora; bilingual corpus; bilingualism; CALL; Canada; collocation; collocations; computer-assisted language learning; concordance; concordancing; Core French; corpora; corpus; corpus linguistics; corpus pedagogy; corpus-assisted language learning; counterbalanced instruction; data-driven language learning; data-driven learning; DDL; DDLL; FI; FI program; formulaic sequence; formulaic sequences; fossilization; French; French as a second language; French education; French immersion; French immersion program; French students; FS; FS's; FSL; FSs; Glendon; Glendon College; immersion; immersion students; interlanguage; L2; L2 writing; language; language awareness; language learning; language teaching; learner concordancing; learning plateau; Linguee; Linguistics; mixed methods; monolingual corpora; monolingual corpus; multilingualism; non-immersion students; Ontario French immersion; parallel concordancer; parallel concordancing; parallel corpora; parallel corpus; perceptions; PFI; plateau; post-French immersion; QUAL; qualitative; QUAN; quantitative; sequential mixed methods; student; students; Toronto; willingness to communicate; writing; WTC; York University URL: http://hdl.handle.net/10315/36714 BASE Hide details 9 INDONESIAN EFL STUDENTS’ WILLINGNESS TO COMMUNICATE IN THE 2013 CURRICULUM IMPLEMENTATION: A CASE STUDY Tian Havwini In: TEFLIN Journal, Vol 30, Iss 1, Pp 105-120 (2019) (2019) BASE Show details 10 THE ESL TEACHERS’ WILLINGNESS TO COMMUNICATE IN ENGLISH Yueh Yea Lo In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 3, Pp 594-603 (2018) (2018) BASE Show details 11 Exploring the Dynamics of Willingness to Communicate in Written Communication: A Case Study Ann Tai Chloe In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 39-55 (2017) (2017) BASE Show details 12 Complex Dynamic Systems and Interlanguage Variability: Investigating Topic, Syntactic Complexity, and Accuracy in NS-NNS Written Interaction Anna Ciriani Dean In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 56-97 (2017) (2017) BASE Show details 13 Why an Indirect Measure of L2 Learner’s Willingness to Communicate in L2 Writing Requires Cautious Inferencing Peter Kim In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 101-103 (2017) (2017) BASE Show details 14 Affect and willingness to communicate in digital game-based learning Reinders, Hayo; Wattana, Sorada. - : Cambridge Journals Online (Cambridge University Press), 2014 BASE Show details 15 Affect and willingness to communicate in digital game-based learning Reinders, Hayo; Wattana, Sorada. - : Cambridge Journals Online (Cambridge University Press), 2014 BASE Show details 16 Understanding Chinese learners' willingness to communicate in a New Zealand ESL classroom : a multiple case study drawing on the theory of planned behavior Zhong, Qunyan (Maggie). - : Pergamon Press, 2013 BASE Show details 17 Understanding Chinese learners' willingness to communicate in a New Zealand ESL classroom : a multiple case study drawing on the theory of planned behavior Zhong, Qunyan (Maggie). - : Pergamon Press, 2013 BASE Show details 18 How can familiarization with task structure and expectation influence the willingness to communicate (WTC) in L2 in students of 4th of ESO during the task of mock job interviews with their classmates? Chávez Pozo, Josselyn; Simon Auberach, Jill, dir.; Universitat Autònoma de Barcelona. Facultat de Ciències de l'Educació. - : Juny 2020 BASE Show details

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