Speakers
Description
This study examined how asynchronous virtual exchanges affect willingness to communicate (WTC) among low‑proficiency Japanese university students. Most participants showed increased digital‑context WTC, with mid‑proficiency and highly engaged students benefiting most. Interview data indicated that written messaging reduced anxiety by giving learners time to confirm ideas before responding. However, gains varied, as differences in proficiency, expectations, and communication habits shaped individual outcomes. The findings highlight how comfort with asynchronous written interaction influences WTC development.
Abstract section 1: Relevance
Willingness to communicate (WTC) is central to successful L2 performance, yet many low‑proficiency learners in compulsory university courses struggle with confidence, anxiety, and limited communicative opportunities. (Leeming et al., 2024; Peng, 2022) Asynchronous virtual exchanges may reduce performance pressure while enabling authentic interaction, making them a valuable resource for language instruction. Recent research emphasizes the importance of affective variables and digital contexts in shaping WTC (Lee & Hsieh, 2019). This study contributes to ongoing discussions by examining how asynchronous tasks affect learners with different proficiency levels, expectations, and prior experiences with communicating with foreigners.
Abstract section 2: Contribution/research questions
This study investigates whether asynchronous virtual exchanges promote higher WTC and more positive affective responses than standard coursework among low‑proficiency Japanese university students. It further examines why changes differ across individuals. The research asks: (a) Do asynchronous exchanges increase WTC more than regular class-based activities? (b) How do proficiency, expectations, and participation behaviors shape these outcomes?
Abstract section 5: References
Lee, J. S., & Hsieh, J. C. (2019). Affective variables and willingness to communicate of EFL learners in in-class, out-of-class, and digital contexts. System, 82, 63-73. https://doi.org/10.1016/j.system.2019.03.002
Leeming, P., Vitta, J., Hiver, P., Hicks, D., McLean, S., & Nicklin, C. (2024). Willingness to communicate, speaking self-efficacy, and perceived communicative competence as predictors of second language spoken task production. Language Learning, 74(4), 917-949. https://doi.org/10.1111/lang.12640
Peng, J.-E. (2022). Willingness to communicate. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge handbook of second language acquisition and individual differences (pp. 159-171). Routledge. https://doi.org/10.4324/9781003270546
Abstract section 3: Content/method
A quasi‑experimental design compared six weeks of asynchronous messaging via the IVE Project (intervention) with traditional coursework (control). Pre‑/post‑surveys measured WTC, anxiety, self‑confidence, motivation, grit, SSE, and English‑profile variables. ANCOVA and stratified analyses were used to explore group differences. Semi‑structured interviews were conducted to clarify unexpected patterns, particularly cases in which students, especially higher‑proficiency learners without prior experience writing to foreigners, exerted more effort than anticipated, thereby influencing WTC outcomes.
Abstract section 4: Outcomes/results
Most intervention participants showed larger gains in WTC in digital contexts than the control group, with a significant adjusted effect (p = .022). Learners with A2 level proficiency and above, and those who actively participated, benefited the most. However, improvements were not uniform. Interview data indicated that written messaging reduced anxiety for some students because it allowed them to confirm ideas before sending, making the use of English feel more manageable. These findings illustrate how learners’ comfort with asynchronous written communication interacts with proficiency and participation to shape WTC development.
| Title | Rethinking WTC in Digital Contexts: Online Exchange Insights |
|---|---|
| Teaching Context | College and university education |