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.
Related Posts
-
Feeling at Home: How to Design a Space Where the Brain can Relax
Ergonomics
-
More Likes, More Tide? Insights into Award-winning Advertising with Affectiva’s Facial Coding
Consumer Insights
-
Why Dial Testing Alone Isn’t Enough in Media Testing — How to Build on It for Better Results
Consumer Insights
-
The Power of Emotional Engagement: Entertainment Content Testing with Affectiva’s Facial Expression Analysis
Consumer Insights