A COMPLEX DYNAMIC EMOTIONS AND WILLINGNESS TO COMMUNICATE IN THE TASK-BASED CLASSROOM INSTRUCTIONS
Abstrak
This study aimed to investigate the complex dynamic emotions underlying learners’ Willingness to Communicate (WtC) in the classroom interaction. Utilizing Dornyei’s (2014) Retrodictive Qualitative Modeling (RQM), we embarked with some steps: identifying learners’ archetypes, highlighting the dynamic patterns of emotions interacting to other components, and setting up signature dynamics. Eighteen participants studying English participated in two task-based instructions. Of eighteen learners of English department, we took five participants relying on their salient archetypes. We utilized K-means cluster analysis to group the learners’ archetypes that was computed by SPSS 20. Additionally, in-depth interview was carried out on the elected participants to get a thick description of the emotional states and other components underpinning L2 WtC. The results reveal twofold: (1) the participants’ dynamic patterns of emotions interacting with the classroom environment explicate the variability and fluctuation of learners’ WtC, (2) the variety of signature dynamics provided fine-grained components underlying learners’ WtC. Furthermore, the implication for further study and pedagogy is elucidated later.
Key words: complex dynamic systems, emotions, Willingness to Communicate, Retrodictive Qualitative Modeling
Referensi
Bernales, C. (2016). Conflicting pathways to Participation in the FL Classroom: L2 Speech Production vs. L2 Thought Processes. Foreign Language Annals, 42 (2), 367-383.
Bosacki, S. L., (2005). The Culture of Classroom Silence, New York: Peter Lang.
Chan, L., Dornyei, Z., & Henry, A. (2015). Learner archetypes and signature dynamics in the language classroom: A retrodictive qualitative modeling approach to studying L2 motivation. In Z. Dornyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 238–259). Bristol, UK: Multilingual Matters.
deBot, K., Lowie, W., &Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1): 7–21.
DeKeyser, R. (Ed.). (2007). Practicing in a second language: Perspectives from applied linguistics and cognitive psychology. New York, NY: Cambridge University Press.
Dewaele, J.-M., & MacIntyre, P.D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237-274.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow: Longman.
Dörnyei, Z. & Ryan, S. (2015). The psychology of the language learner – revisited. New York: Routledge.
Dörnyei, Z. (2014). Researching complex dynamic systems: ‘Retrodictive Qualitative Modeling’ in the language classroom. Language Teaching 47(1), 80-91.
Fadilah, E., Widiati, U., & Anugerahwati, M. (2021). Negotiated Feedback, Situated Recast and Task-Supported Language Instruction on the Development of Grammatical Features. The Journal of ASIA TEFL, 18(4), 1071-1087.
Fadilah, E., Widiati, U., Latief, M. (2019). Reading Dynamic Patterns of Silence as a Communication Strategy and Impediment in the EFL Classroom Interaction. International Journal of Instruction, 12(4), 183-200.
Fadilah, E. (2018a). Oral corrective feedback on students’ grammatical accuracy and willingness to communicate in EFL classroom: the effects of focused and unfocused prompts. The Asian EFL Journal, 20 (4), 57-85.
Fadilah, E. (2018b). Willingness to communicate from Indonesian learners’ perspective: A dynamic complex systems perspective. Journal of ELT Research, 3(2), 168-185.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218-226.
Gregersen, T. & MacIntyre, P. (2013) Capitalizing on Language Learners’ Individuality. From Premise to Practice. Bristol: Multilingual Matters.
Hiver, P. (2015a). Attractor states. In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 20–28). Bristol, UK: Multilingual Matters.
Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
Izard, C. (2011). Forms and functions of emotions: Matters of emotion – cognition interactions. Emotion Review, 3(4), 371-378.
Izard, C. E. (2007). Basic emotions, natural kinds, emotion schemas, and a new paradigm. Perspectives on Psychological Science, 2(3), 260-280.
Khajavy, G., MacIntyre, P., & Barabadi, E. (2018). Role of the emotions and classroom environment in willingness to communicate: Applying doubly latent multilevel analysis in second language acquisition research. Studies in Second Language Acquisition, 40 (3), 605-624.
Khajavy, G. H., Ghonsooly, B., Hosseini Fatemi, A., & Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50, 154–180.
Kurniawan, Y., Fadilah, E., &Trihastuti, N. (2018). Willingness to communicate in task-based instruction: Analysis of fluctuation in dynamic system. Edulitics Journal, 3 (1), 43-55.
Larsen-Freeman, D. &Cameron, L. (2008) Complex Systems and Applied Linguistics. Oxford: Oxford University Press
MacIntyre, P. (2016). So Far So Good: An Overview of Positive Psychology and Its Contributions to SLA. In D. Gabrys-Barker & D. Galadja (Ed.), Positive psychology perspective on foreign language and teaching (pp. 3-20). Switzerland: Springer
MacIntyre, P. D. & Legatto, J. J. (2011). A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect. Applied Linguistics, 32, 149-171.
MacIntyre, P., Dornyei, Z., Clement, R., Noels, K., (1998). Conceptionalizing willingness to communicate in a L2: a situational model of L2 confidence and affiliation. Modern Language Journal, 82 (3), 545-562
Nakane, I. (2006). Silence and politeness in intercultural communication in university seminars. Journal of Pragmatics,38 (11), 1811–35.
Oxford, R. L. (2018). EMPATHICS: A complex dynamic systems (CDS) vision of language learner well-being. In J. L. Liontas (Ed.), The TESOL encyclopedia of English language teaching. San Francisco: Wiley & Sons.
Oxford, R. L. (2016). Powerfully Positive: Searching for a Model of Language Learner Well-Being. In D. Gabrys-Barker & D. Galadja (Ed.), Positive psychology perspective on foreign language and teaching (pp 21-38). Switzerland: Springer
Pawlak, M., & Mystkowska-Wiertelak, A. (2015). Investigating the dynamic nature of L2 willingness to communicate. System, 50, 1-9.
Peng, J.E., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language Learning, 60(4), 834-876.
Peng, J.E. (2016). The context sensitivity of self-concept and willingness to communicate in the Chinese EFL classroom: A case study. In J. King (Eds.). The dynamic interplay between context and the language learner (pp. 84-103). UK: Palgrave Macmillan.
Peng, J.E. (2012). Towards an ecological understanding of willingness to communicate in EFL classrooms in China. System, 40, 203-213.
Shirvan, M.E., & Taherian, T. (2016). Dynamic emergent patterns of L2 willingness to communicate within the ecology of the classroom. Konin Language Studies, 4, 415-438
Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 195-207.
Tavakoli, M. & Zarrinabadi, N. (2018). Differential effects of explicit and implicit corrective feedback on EFL learners’ willingness to communicate. Innovation in Language Learning and Teaching, 12 (3), 247-259,
Thelen, E., & Smith, L. B. (1994). A dynamic systems approach to the development of cognition and action. Cambridge, MA: MIT Press.
Van Geert, P. (2008). The dynamic systems approach in the study of L1 and L2 acquisition: An introduction. Modern Language Journal, 92, 179–199.
van Lier, L. (2002). An ecological-semiotic perspective on language and linguistics. In C. Kramsch (Ed.), Language acquisition and language socialization: Ecological perspective (pp. 140-164). London: Continuum.
Verspoor, M., Lowie, W., & Van Dijk, M. (2008). Variability in second language development from a dynamic systems perspective. Modern Language Journal, 92, 214–231. Doi:10.1111/j.1540-4781.2008.00715.x
Waninge, F., Dörnyei, Z. & de Bot, K. (2014). Motivational dynamics in language learning: change, stability and context. The Modern Language Journal, 98 (3), 704-723. Doi:10.1111/modl.12118
Zarrinabadi, Z. (2014). Communicating in a second language: Investigating the effect of teacher on learners’ willingness to communicate. System 42: 288–95.
Bosacki, S. L., (2005). The Culture of Classroom Silence, New York: Peter Lang.
Chan, L., Dornyei, Z., & Henry, A. (2015). Learner archetypes and signature dynamics in the language classroom: A retrodictive qualitative modeling approach to studying L2 motivation. In Z. Dornyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 238–259). Bristol, UK: Multilingual Matters.
deBot, K., Lowie, W., &Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1): 7–21.
DeKeyser, R. (Ed.). (2007). Practicing in a second language: Perspectives from applied linguistics and cognitive psychology. New York, NY: Cambridge University Press.
Dewaele, J.-M., & MacIntyre, P.D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237-274.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow: Longman.
Dörnyei, Z. & Ryan, S. (2015). The psychology of the language learner – revisited. New York: Routledge.
Dörnyei, Z. (2014). Researching complex dynamic systems: ‘Retrodictive Qualitative Modeling’ in the language classroom. Language Teaching 47(1), 80-91.
Fadilah, E., Widiati, U., & Anugerahwati, M. (2021). Negotiated Feedback, Situated Recast and Task-Supported Language Instruction on the Development of Grammatical Features. The Journal of ASIA TEFL, 18(4), 1071-1087.
Fadilah, E., Widiati, U., Latief, M. (2019). Reading Dynamic Patterns of Silence as a Communication Strategy and Impediment in the EFL Classroom Interaction. International Journal of Instruction, 12(4), 183-200.
Fadilah, E. (2018a). Oral corrective feedback on students’ grammatical accuracy and willingness to communicate in EFL classroom: the effects of focused and unfocused prompts. The Asian EFL Journal, 20 (4), 57-85.
Fadilah, E. (2018b). Willingness to communicate from Indonesian learners’ perspective: A dynamic complex systems perspective. Journal of ELT Research, 3(2), 168-185.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218-226.
Gregersen, T. & MacIntyre, P. (2013) Capitalizing on Language Learners’ Individuality. From Premise to Practice. Bristol: Multilingual Matters.
Hiver, P. (2015a). Attractor states. In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 20–28). Bristol, UK: Multilingual Matters.
Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
Izard, C. (2011). Forms and functions of emotions: Matters of emotion – cognition interactions. Emotion Review, 3(4), 371-378.
Izard, C. E. (2007). Basic emotions, natural kinds, emotion schemas, and a new paradigm. Perspectives on Psychological Science, 2(3), 260-280.
Khajavy, G., MacIntyre, P., & Barabadi, E. (2018). Role of the emotions and classroom environment in willingness to communicate: Applying doubly latent multilevel analysis in second language acquisition research. Studies in Second Language Acquisition, 40 (3), 605-624.
Khajavy, G. H., Ghonsooly, B., Hosseini Fatemi, A., & Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50, 154–180.
Kurniawan, Y., Fadilah, E., &Trihastuti, N. (2018). Willingness to communicate in task-based instruction: Analysis of fluctuation in dynamic system. Edulitics Journal, 3 (1), 43-55.
Larsen-Freeman, D. &Cameron, L. (2008) Complex Systems and Applied Linguistics. Oxford: Oxford University Press
MacIntyre, P. (2016). So Far So Good: An Overview of Positive Psychology and Its Contributions to SLA. In D. Gabrys-Barker & D. Galadja (Ed.), Positive psychology perspective on foreign language and teaching (pp. 3-20). Switzerland: Springer
MacIntyre, P. D. & Legatto, J. J. (2011). A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect. Applied Linguistics, 32, 149-171.
MacIntyre, P., Dornyei, Z., Clement, R., Noels, K., (1998). Conceptionalizing willingness to communicate in a L2: a situational model of L2 confidence and affiliation. Modern Language Journal, 82 (3), 545-562
Nakane, I. (2006). Silence and politeness in intercultural communication in university seminars. Journal of Pragmatics,38 (11), 1811–35.
Oxford, R. L. (2018). EMPATHICS: A complex dynamic systems (CDS) vision of language learner well-being. In J. L. Liontas (Ed.), The TESOL encyclopedia of English language teaching. San Francisco: Wiley & Sons.
Oxford, R. L. (2016). Powerfully Positive: Searching for a Model of Language Learner Well-Being. In D. Gabrys-Barker & D. Galadja (Ed.), Positive psychology perspective on foreign language and teaching (pp 21-38). Switzerland: Springer
Pawlak, M., & Mystkowska-Wiertelak, A. (2015). Investigating the dynamic nature of L2 willingness to communicate. System, 50, 1-9.
Peng, J.E., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language Learning, 60(4), 834-876.
Peng, J.E. (2016). The context sensitivity of self-concept and willingness to communicate in the Chinese EFL classroom: A case study. In J. King (Eds.). The dynamic interplay between context and the language learner (pp. 84-103). UK: Palgrave Macmillan.
Peng, J.E. (2012). Towards an ecological understanding of willingness to communicate in EFL classrooms in China. System, 40, 203-213.
Shirvan, M.E., & Taherian, T. (2016). Dynamic emergent patterns of L2 willingness to communicate within the ecology of the classroom. Konin Language Studies, 4, 415-438
Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 195-207.
Tavakoli, M. & Zarrinabadi, N. (2018). Differential effects of explicit and implicit corrective feedback on EFL learners’ willingness to communicate. Innovation in Language Learning and Teaching, 12 (3), 247-259,
Thelen, E., & Smith, L. B. (1994). A dynamic systems approach to the development of cognition and action. Cambridge, MA: MIT Press.
Van Geert, P. (2008). The dynamic systems approach in the study of L1 and L2 acquisition: An introduction. Modern Language Journal, 92, 179–199.
van Lier, L. (2002). An ecological-semiotic perspective on language and linguistics. In C. Kramsch (Ed.), Language acquisition and language socialization: Ecological perspective (pp. 140-164). London: Continuum.
Verspoor, M., Lowie, W., & Van Dijk, M. (2008). Variability in second language development from a dynamic systems perspective. Modern Language Journal, 92, 214–231. Doi:10.1111/j.1540-4781.2008.00715.x
Waninge, F., Dörnyei, Z. & de Bot, K. (2014). Motivational dynamics in language learning: change, stability and context. The Modern Language Journal, 98 (3), 704-723. Doi:10.1111/modl.12118
Zarrinabadi, Z. (2014). Communicating in a second language: Investigating the effect of teacher on learners’ willingness to communicate. System 42: 288–95.
Diterbitkan
2022-06-06
##submission.howToCite##
Fadilah, E., Kumala Dewi, H., & Widodo, J. P. (2022). A COMPLEX DYNAMIC EMOTIONS AND WILLINGNESS TO COMMUNICATE IN THE TASK-BASED CLASSROOM INSTRUCTIONS. JournEEL, 4(1), 80-101. https://doi.org/10.51836/journeel.v4i1.310
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