cover
Contact Name
Tarman
Contact Email
tarman@unismuh.ac.id
Phone
-
Journal Mail Official
polyglot@liacore.org
Editorial Address
BTN Pao-Pao Permai Blok C9 No. 10, Kel. Paccinongan, Kec. Somba Opu, Kabupaten Gowa, Sulawesi Selatan, Indonesia
Location
Kab. gowa,
Sulawesi selatan
INDONESIA
Polyglot: Journal of Linguistics, Literature, and Language Education
ISSN : -     EISSN : 31100619     DOI : https://doi.org/10.64850/polyglot.v1i1.59
Core Subject : Education,
Polyglot is a scholarly journal managed by the Lia Center of Research and Education. The journal is dedicated to publishing high quality research articles covering three primary fields. These are linguistics, literature, and language education. We accept manuscripts written in Indonesian or English and strongly encourage studies that adopt a multilingual or comparative approach. The journals scope is broad and encompasses key topics within its fields. These include theoretical linguistics, applied linguistics, systemic functional linguistics, literary analysis, second language acquisition, foreign language teaching and learning, language testing, computer assisted language learning, artificial intelligence in language pedagogy, language and Higher Order Thinking Skills, language learning models and strategies, language teacher development, language curriculum and material development, language and neuro psychology, and language therapy. With broad coverage and a clear focus, Polyglot is committed to the highest standards of editorial excellence. Every published article undergoes a rigorous peer review process to maintain its quality and scholarly integrity.
Articles 11 Documents
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.

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