Table 6 Characteristics of studies that met inclusion criteria for teachers’ status in WTC
Authors | Objectives | Participants | Instruments | Findings |
|---|---|---|---|---|
Cao (2011) | Cao explored the ever-changing and context-specific aspects of WTC in L2 educational settings | Six students | Classroom observations, stimulated-recall interviews, and reflective journals | The development of situational WTC in L2 classrooms can be attributed to a combination of personal traits, classroom settings, and linguistic elements |
Izadpanah et al. (2018) | They focused on the relationship between Schwartz’s value orientation and WTC | 500 Iranian university students | Questionnaire | The results indicated that factors such as openness to change, self-enhancement, universalism, tradition, and self-direction may serve as better indicators of WTC |
Peng and Woodrow (2010) | They examined EFL learners’ WTC in the Chinese context | 330 university students | Questionnaire | A positive classroom atmosphere can decrease linguistic limitations and anxiety and increase engagement and self-confidence |
MacIntyre et al. (2011) | The researchers delved into the ambivalent attitudes toward communication among students in a French immersion program | 100 junior high school students | Questionnaire, focused essay writing | The findings brought to light intricate relationships between the development of language proficiency, the growth of L2 self-development, and the nonlinguistic concerns that adolescents usually encounter |
Sheybani (2019) | The researcher examined the correlation between the WTC of EFL Iranian students and the immediacy attributes displayed by their teachers | 256 EFL learners | Questionnaire | The findings indicated that verbal and nonverbal immediacy significantly and positively predicted all the subscales of WTC |
Vongsila and Reinders (2016) | They examined 30 teachers’ attitudes toward improving WTC. They compared the results obtained from interviews and questionnaires with observations | 30 teachers | Interviews, questionnaires, observations | The results confirmed teachers’ effect on students’ WTC improvement and identified some teachers’ strategies |
Zhong (2013) | In L2 classrooms, Zhong conducted an investigation into the learners’ WTC in both teacher-led and collaborative learning scenarios | Five Chinese immigrant learners | Semi-structured in-depth interviews, learning logs, classroom observations, stimulated recall interviews | The study revealed that language-related aspects, socio-cultural influences, self-efficacy, and learner attitudes collectively impacted their WTC in a classroom setting led by a teacher |