Speakers
Description
This research-oriented presentation investigates how learners’ Perceived Capacity to Speak (CTS) corresponds to their actual speaking behaviour during real-time, game-based English interaction. Using continuous self-evaluation through software-based CTS ratings (idiodynamic method) and post-task interviews, the study examines moment-to-moment changes in speaking confidence. The findings suggest that learners’ CTS closely aligns with their observable participation, highlighting CTS as a useful construct for analysing spoken interaction beyond traditional classroom settings.
Abstract section 1: Relevance
Willingness to communicate (WTC) is a widely used framework for understanding learners' readiness to engage in L2 communication, but it seems to fit Western contexts rather than East Asian ones (Wen & Clément, 2003). In Japan, classroom silence has been widely observed (King, 2013), and idiodynamic research indicates no correlation between WTC and actual speaking (Ducker, 2022). The capacity to speak (CTS) framework offers a useful alternative for understanding students' speaking attitudes, but this concept has only been measured at the trait level (Humphries et al., 2020) or longitudinally (Humphries et al., 2023).
Abstract section 2: Contribution/research questions
To fill this gap, this study examined how learners’ perceived CTS fluctuated during real-time in game-based tasks and how these fluctuations corresponded to learners’ actual spoken participation. The study focused on interactional moments in which learners’ speaking behaviour changes and explored how game task design and peer interaction can shape learners’ self-perceived speaking capacity.
Abstract section 3: Content/method
This small-scale qualitative study involved four participants (two Chinese and two Japanese undergraduates) who completed two game-based interaction tasks. Both sessions were audio- and video-recorded. After each task, participants watched 15-minute stimulated recall video clips using specialised idiodynamic software (Ducker, 2022) to continuously rate the strength of their CTS and to reflect on their speaking behaviour and ratings. Follow-up interviews were conducted two weeks later to explore perceptions of the games and self-evaluated performance.
Abstract section 4: Outcomes/results
The findings show that learners’ self-rated CTS closely matched their observable speaking behaviour during real-time interaction. When CTS was high, learners initiated turns more readily and sustained talk; when CTS dropped, they paused longer, produced shorter utterances, or stayed silent. CTS increased when partners actively shared responsibility (e.g., co-constructing clues and confirming meaning) and decreased when lexical gaps or unclear rules disrupted comprehension. Game-based tasks supported participation by lowering evaluative pressure, providing clear roles, and creating repeated opportunities to speak in low-risk contexts, which helped learners re-engage after hesitating.
Abstract section 5: References
Ducker, N. T. (2022). Bridging the gap between willingness to communicate and learner talk. The Modern Language Journal, 106(1), 216-244. https://doi.org/10.1111/modl.12764
Humphries, S., Akamatsu, N., Tanaka, T. and Burns, A. (2020). Silence in Japanese Classrooms: Activities and Factors in Capacities to Speak English. In J. King & S. Harumi (Eds.), East Asian perspectives on silence in English language education (pp. 123-142). Multilingual Matters. https://doi.org/10.21832/9781788926775-012
Humphries, S., Aubrey, S., & King, J. (2023). Fluctuations in Japanese English majors’ capacity to speak before, during and after studying abroad. System, 113, 103001. https://doi.org/10.1016/j.system.2023.103001
King, J. (2013). Silence in the second language classrooms of Japanese universities. Applied Linguistics, 34(3), 325–343. https://doi.org/10.1093/applin/ams043
Wen, W. P., & Clément, R. (2003). A Chinese conceptualisation of willingness to communicate in ESL. Language, Culture and Curriculum, 16(1), 18–38. https://doi.org/10.1080/07908310308666654
| Title | What Helps Students Speak Up? Real-Time CTS in Game-Based In |
|---|---|
| Teaching Context | College and university education |