Neural Correlates of Task-Specific Willingness to Communicate: Expanding the Research Agenda
Saved in:
| Title: | Neural Correlates of Task-Specific Willingness to Communicate: Expanding the Research Agenda |
|---|---|
| Language: | English |
| Authors: | Craig Lambert (ORCID |
| Source: | TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. 2025 59(2):S150-S160. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Affective Behavior, Intention, Communication (Thought Transfer), Second Language Instruction, Teaching Methods, Recall (Psychology), Physiology, Measures (Individuals), Human Body, Nonverbal Communication, Neurology, Correlation |
| DOI: | 10.1002/tesq.3395 |
| ISSN: | 0039-8322 1545-7249 |
| Abstract: | Learners' affective responses to pedagogic tasks and the effort that they invest in completing them are critical to the learning that takes place through tasks in task-based language teaching (TBLT) (Lambert, Aubrey, & Bui, 2023). Fluctuations in learners' willingness to communicate (WTC) during pedagogic tasks--or task-specific WTC (Aubrey & Yashima, 2023)--are a locus for affective and conative variation during pedagogic task performance. However, task-specific WTC is under-researched, and the research that has been conducted, while insightful, has been limited to self-report data (Khajavy, MacIntyre, Taherian, & Ross, 2021; MacIntyre & Legatto, 2011; MacIntyre & Wang, 2021). This brief report expands the research agenda on task-specific WTC by correlating self-report measures based on moment-to-moment ratings of stimulated recalls (MacIntyre & Ducker, 2022) with physiological measures of affect response and conation afforded by electroencephalography and facial expression analysis (Lambert, 2023). The report provides evidence for neural and physiological correlates of self-reported WTC experiences and points to directions for future research on WTC in TBLT. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492224 |
| Database: | ERIC |
| Abstract: | Learners' affective responses to pedagogic tasks and the effort that they invest in completing them are critical to the learning that takes place through tasks in task-based language teaching (TBLT) (Lambert, Aubrey, & Bui, 2023). Fluctuations in learners' willingness to communicate (WTC) during pedagogic tasks--or task-specific WTC (Aubrey & Yashima, 2023)--are a locus for affective and conative variation during pedagogic task performance. However, task-specific WTC is under-researched, and the research that has been conducted, while insightful, has been limited to self-report data (Khajavy, MacIntyre, Taherian, & Ross, 2021; MacIntyre & Legatto, 2011; MacIntyre & Wang, 2021). This brief report expands the research agenda on task-specific WTC by correlating self-report measures based on moment-to-moment ratings of stimulated recalls (MacIntyre & Ducker, 2022) with physiological measures of affect response and conation afforded by electroencephalography and facial expression analysis (Lambert, 2023). The report provides evidence for neural and physiological correlates of self-reported WTC experiences and points to directions for future research on WTC in TBLT. |
|---|---|
| ISSN: | 0039-8322 1545-7249 |
| DOI: | 10.1002/tesq.3395 |
