Classroom-situated willingness to communicate: student teachers of EFL in Spain

• José Luis Estrada Chichón ; Francisco Zayas Martínez ^[1] ; Roberto Sánchez Cabrero ^[2]
  1. [1] Universidad de Cádiz

     Universidad de Cádiz

     Cádiz, España

     
  2. [2] Universidad Autónoma de Madrid

     Universidad Autónoma de Madrid

     Madrid, España

     
• Localización: EJIHPE: European Journal of Investigation in Health, Psychology and Education, ISSN 2174-8144, ISSN-e 2254-9625, Vol. 13, Nº. 1, 2023, págs. 96-111
• Idioma: inglés
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• 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.