2018．第46卷第1期（Vol. 46 No. 1）．pp. 117–142
“It Encourages Me to Keep Talking”: Enhancing L2 WTC Behavior and Oral Proficiency Through a HOT Approach
Much L2 willingness to communicate (WTC) research has mainly focused on factors influencing WTC, but researchers have rarely explored the type of learning tasks which fosters L2 WTC behavior. Based on a social constructivist perspective, a higher-order thinking (HOT) approach was designed to promote L2 WTC behavior and investigate its effects on L2 WTC behavior, the relationship between L2 WTC behavior and L2 speaking proficiency, and factors influencing L2 WTC behavior. A comparative case study design was used with participants from two freshman EFL classes. Data were collected through observation from pre-test, post-test, delayed post-test, and stimulated recall interviews. Results show that the HOT approach significantly improved students’ L2 WTC behavior with a sustainable effect and that L2 WTC behavior was positively correlated with L2 speaking ability. Student interviews revealed a positive attitude toward the thinking approach and a perceived enhancement of L2 speaking and L2 WTC. Implications for L2 teaching that enhances L2 WTC behavior are discussed.
Keywords: L2 WTC behavior; L2 speaking; higher-order thinking