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Sustainable Development of EFL/ESL Learners’ Willingness to Communicate: The Effects of Teachers and Teaching Styles

Author

Listed:
  • Xuemei Chen

    (School of Foreign Languages, University of Electronic Science and Technology of China, Chengdu 611731, China)

  • Jean-Marc Dewaele

    (Department of Applied Linguistics and Communication, Birkbeck College, University of London, London WC1B 5DT, UK)

  • Tiefu Zhang

    (School of Foreign Languages, University of Electronic Science and Technology of China, Chengdu 611731, China)

Abstract

Willingness to communicate in a second or foreign language (L2 WTC) is an important individual difference variable that influences the target language learning process. To cultivate students’ communicative competence for sustainable development and help them become active citizens of the global world, language teachers and educators need to understand L2 WTC and find ways to promote it. The present study explores the effects of teachers and teaching styles (TTS) on L2 WTC of Chinese learners of English, through a comparison of a group of 148 students in mainland China and 73 Chinese students abroad. Respondents filled out online questionnaires concerning their attitudes and perceptions of TTS and self-reported L2 WTC inside and outside classrooms. Eight of them also participated in interviews. Results revealed significant differences in TTS between the two groups and a generally low WTC among them. TTS were linked more strongly to L2 WTC in the group in mainland China. The differences are attributed to the discrepancy in social expectations, culture of learning and the opportunity to use English outside the classroom while abroad. This study may provide insights into English language teaching pedagogy from the perspective of English as a pluricentric language.

Suggested Citation

  • Xuemei Chen & Jean-Marc Dewaele & Tiefu Zhang, 2021. "Sustainable Development of EFL/ESL Learners’ Willingness to Communicate: The Effects of Teachers and Teaching Styles," Sustainability, MDPI, vol. 14(1), pages 1-21, December.
    • Handle: RePEc:gam:jsusta:v:14:y:2021:i:1:p:396-:d:714949
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    References listed on IDEAS

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    1. Weiwei Zhang & Donglan Zhang & Lawrence Jun Zhang, 2021. "Metacognitive Instruction for Sustainable Learning: Learners’ Perceptions of Task Difficulty and Use of Metacognitive Strategies in Completing Integrated Speaking Tasks," Sustainability, MDPI, vol. 13(11), pages 1-21, June.
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    Cited by:

    1. Putri Gayatri & Helena Sit & Shen Chen & Hui Li, 2023. "Sustainable EFL Blended Education in Indonesia: Practical Recommendations," Sustainability, MDPI, vol. 15(3), pages 1-13, January.

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