Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Polyglot: Journal of Linguistics, Literature, and Language Education
Yu , Daimeng
Unknown Affiliation
Languange, Linguistic, Communication & Media

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Advancing the Conceptualization of Willingness to Communicate in China’s English Education Landscape: Insights from English Corners Li, Michael; Huang , Huan; Yu , Daimeng
Polyglot: Journal of Linguistics, Literature, and Language Education Vol. 2 No. 1 (2026): Polyglot: Journal of Linguistics, Literature, and Language Education
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/polyglot.v2i1.204

Abstract

English corners, as informal student-led English-speaking spaces, are widely established across Chinese universities as a response to exam-oriented English instruction, offering opportunities for real communication beyond test preparation. Yet empirical research on learners’ willingness to communicate (WTC) in these contexts remains limited. Guided by Self-determination Theory, this qualitative study examines how peer-led English corners shape students’ WTC. Data from 36 undergraduate students were collected through focused essays, asynchronous peer response letters, and semi-structured interviews. Thematic analysis revealed that learners’ WTC was more intrinsically motivated in English corners than in classroom settings, supported by greater autonomy (e.g., topic choice), competence (e.g., rehearsal), and relatedness (e.g., peer encouragement). Learners also pursued intrinsic goals such as enjoyment, self-growth, and connection. The study positions English corners as motivational ecologies that foster sustainable second language engagement and highlights asynchronous peer response as a novel, low-pressure tool for emotional support and reflective strategy sharing. Implications suggest informal peer-led spaces complement formal instruction by enhancing self-determined motivation, contributing theoretically and methodologically to socially oriented language education.
Co-Authors Huang , Huan Li, Michael