Participation in interpersonal audio discussions produced no statistically significant changes in overall willingness to communicate, though most students reported unchanged or increased WTC¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 5 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Wilcoxon signed-rank tests on cumulative WTC scores across the three activities revealed no significant changes in WTC levels; e.g., from VT1 to VT3, 28% increased, 25% decreased, and 47% reported no change. → Lepore 2014

Evidence¶

Lepore 2014¶

Lepore, C. E. (2014). Influencing Students' Pronunciation and Willingness to Communicate through Interpersonal Audio Discussions. Dimension 2014. http://www.voicethread.com

q2 · i? · design · r2

Repeated-measures Wilcoxon signed-rank analysis of Part 2 self-assessment WTC scores (n = 36) across three VoiceThread activities, reported in Table 1. The article reports no significant changes, with VT1 to VT3 percentages of 28% increase, 25% decrease, and 47% no change.

"Although the Wilcoxon signed-rank test did not produce any results indicating significant changes in WTC levels, these figures demonstrated that over the course of the semester, the majority of participants did not experience any negative effects in WTC"

Discussion¶

Related Claims¶

• Studies directly measuring WTC consistently report positive effects of AI on EFL learners' WTC across tool types, contexts, and age groups — the general claim this finding bears on, with the studies behind it
• Interpersonal audio discussions with feedback and self-assessment elicit a statistically significant increase in introductory L2 learners' perceived pronunciation ability — related
• Individual WTC variables (confidence, motivation, perceived performance, anxiety) correlate positively with overall WTC throughout interpersonal audio discussion activities — related
• Students reported significantly less difficulty with comprehensibility and accuracy of pronunciation between the first and final audio discussion activity — related
• Self-reported strength and weakness rankings shifted over the semester: comprehensibility remained the most-cited strength, fluency declined as a weakness, and accuracy weakness rankings stayed unchanged — related
• WTC decreases as class size increases on both talk-time and turns of talk — related
• Gameplay increased participants' willingness to communicate in English — reports the opposite
• Motivation correlates positively and significantly with L2 willingness to communicate among Turkish EFL preparatory students — related
• English pronunciation self-efficacy is strongly and positively associated with willingness to communicate in English among Chinese EFL learners — related