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Sequencing inquiry tasks and video modeling examples to enhance L2 willingness to communicate
Learning and Motivation ( IF 1.488 ) Pub Date : 2020-09-23 , DOI: 10.1016/j.lmot.2020.101669
Nourollah Zarrinabadi , Fateme Alipour

This article reports on a study which aimed to see how different sequencing strategies for video modeling examples and inquiry tasks influenced EFL learners' willingness to communicate (WTC), anxiety, and communication competence. To this end, four general English classes (N = 80) were randomly assigned to video-task, task-video, video-video, and task-task conditions. Quantitative analyses showed that specific sequences of videos and tasks significantly and positively change learners' WTC, anxiety, and communication competence. Moreover, statistical analyses indicated that video-video condition significantly increased WTC and competence and lowered learners' anxiety. However, the results showed that task-task situation decreased WTC and communication competence and increased anxiety. Finally, some recommendations for facilitating WTC in L2 classrooms are presented.



中文翻译:

排序查询任务和视频建模示例以增强L2交流的意愿

本文报告了一项研究,该研究旨在了解视频建模示例和查询任务的不同排序策略如何影响EFL学习者的交流意愿(WTC),焦虑和交流能力。为此,将四个通用英语课程(N = 80)随机分配给视频任务,任务视频,视频视频和任务任务条件。定量分析显示,特定的视频和任务序列显着且积极地改变了学习者的WTC,焦虑和交流能力。此外,统计分析表明,视频-视频条件显着提高了WTC和能力,并降低了学习者的焦虑感。但是,结果表明,任务-任务情况降低了WTC和沟通能力,并增加了焦虑。最后,

更新日期:2020-09-23
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