The Link between Pronunciation Anxiety and Willingness to Communicate in the Foreign-Language Classroom: The Polish EFL Context
Why this work is in the frame
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Bibliographic record
Abstract
Abstract: Anxiety and L2 self-confidence have been suggested as vital determinants of willingness to communicate (WTC) in a foreign-language (FL) learning environment. Studies also demonstrate that it is a concern over pronunciation mistakes that is particularly likely to cause embarrassment and apprehension in FL students. Linking these two facts may lead to an explanation for why many post-puberty learners avoid participating in speaking tasks in the FL classroom. The present article reports the outcomes of a study adopting a mixed-methods approach, which showed that pronunciation anxiety (PA) – conceptualized as pronunciation self-perception, fear of negative evaluation, and beliefs concerning the pronunciation of the target language – is related to WTC (r = −.60 at p < .001). Moreover, results of t-tests suggested that high-PA learners have statistically lower degrees of WTC than their low-PA classmates. A link between the two constructs was further observed through the following situational variables: level of familiarity with interlocutor(s), group size, type of task, and target-language proficiency level. The quantitative data were supported by answers to open-ended questions.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it