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Enhancing Willingness to Communicate in a Foreign Language -Insights from Short-Term Study Abroad Programmes in Melbourne, Australia, Among Participants from The University of Fukuchiyama-
https://fukuchiyama.repo.nii.ac.jp/records/2000054
https://fukuchiyama.repo.nii.ac.jp/records/2000054642205a7-4292-4d4a-b92f-07433ebe39e3
| Item type | その他 / Others(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2025-04-01 | |||||||
| タイトル | ||||||||
| タイトル | Enhancing Willingness to Communicate in a Foreign Language -Insights from Short-Term Study Abroad Programmes in Melbourne, Australia, Among Participants from The University of Fukuchiyama- | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | willingness to communicate | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | English foreign language | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | study abroad | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | international posture | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | pair and group conversations | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| アクセス権 | ||||||||
| アクセス権 | open access | |||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||
| 著者 |
Anthony Walsh
× Anthony Walsh
|
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| 抄録 | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | This study investigates the effects of short-term study abroad programmes on students’ Willingness to Communicate (WTC) in English, focusing on participants from The University of Fukuchiyama. Over three years (2022–2024), three student cohorts engaged in intensive English courses at Deakin University’s Burwood Campus in Melbourne, Australia. These programs emphasised developing pronunciation, listening, and speaking skills to support meaningful communication in real-world contexts. To evaluate the impact of these programmes, data were collected through surveys, semi-structured interviews, reflective journals, and classroom observations conducted at three key stages: before departure, during the sojourn, and after returning home. Weekly reflective sessions provided qualitative insights into participants’ language experiences and their perceptions of progress beyond self-reported survey data. Findings revealed improvements in WTC, particularly during group-based tasks and interactions in familiar contexts, suggesting that collaborative learning environments foster confidence. Pre-departure training played role in reducing communication anxiety, with participants reporting increased preparedness for engaging in English-speaking environments. However, challenges persisted in less familiar or formal settings, highlighting areas for targeted pedagogical intervention. Based on these findings, this study recommends integrating small-group activities into pre-departure curricula, using digital tools to enhance language practice, and addressing individual communication apprehensions through tailored strategies. These insights contribute to optimising study-abroad programme design to develop confident language learners. Future research could expand on the role of social dynamics, intergenerational interactions, and digital technology in promoting WTC across diverse cultural and linguistic settings. |
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| 言語 | en | |||||||
| bibliographic_information |
ja : 福知山公立大学研究紀要 巻 9, 号 1, p. 121-130, ページ数 10 |
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| item_10010_source_id_9 | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 24327662 | |||||||
