Classroom-situated willingness to communicatestudent teachers of EFL in Spain

  1. Estrada Chichón, José Luis
  2. Francisco Zayas Martínez 1
  3. Roberto Sánchez Cabrero 2
  1. 1 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

  2. 2 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

Revista:
EJIHPE: European Journal of Investigation in Health, Psychology and Education

ISSN: 2174-8144,  2254-9625

Año de publicación: 2023

Volumen: 13

Número: 1

Páginas: 96-111

Tipo: Artículo

DOI: 10.3390/EJIHPE13010007 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: EJIHPE: European Journal of Investigation in Health, Psychology and Education

Resumen

This exploratory mixed-methods research involves an intra-/intergroup replication design to analyse the classroom-situated willingness to communicate (WTC) in English foreign language (EFL) student teachers of early childhood education according to grouping, group member familiarity, and EFL proficiency. The novelty lies in the adaptation from face-to-face to virtual teaching while student teachers attended a didactics course at the University of Cádiz (Spain). Results show that there are no significant differences in WTC concerning teaching modality except for grouping. Conclusions imply that classroom-situated WTC is not affected by teaching modality when instruction aims at language acquisition by fostering oral communicative interaction.

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Fuente de los datos: Dialnet