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VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021)
70
THE EFFECTS OFPHYSICALMOVEMENT
ON LANGUAGE LEARNERS’SELF-CONFIDENCE
AND WILLINGNESS TO COMMUNICATE
Thu-Nguyet Huynh1*, Long V. Nguyen2
1. National Taiwan Normal University, Taipei, Taiwan
2. University of Foreign Language Studies, The University of Danang, Danang, Vietnam
Received 19 March 2021
Revised 11 May 2021; Accepted 21 July 2021
Abstract: In the light of Dynamic Systems Theory, which defines language development as an
interaction of various factors in a system, a quantitative research was executed to examine the effects of
physical movement in classrooms on students’ self-confidence (SC) and willingness to communicate
(WTC) in English. Four groups of English-majored freshmen from a university in Vietnam were
selected as participants for this study. In their English course on communication skills, namely listening
and speaking, they were regularly encouraged to move within their classroom or the classroom’s vicinity
to do oral tasks in pairs or groups. A survey was conducted to measure the difference in their SC and
WTC. Findings revealed a positive correlation between SC and WTC. Besides, it recorded positive
effects of level and scale of mindful physical movement on SC and WTC’s improvement. This is a
preliminary study to propose a pedagogical method to solve the issue of crowded FL classrooms.
Keywords: Dynamic Systems Theory, physical movement, willingness to communicate,
confidence
1. Introduction*
Interaction and communication have
In
Vietnam,
Communicative
Language Teaching (CLT) has also been put
to the foreground in language education in
recent years as it aligns with the educational
reform (Nguyen, 2010). In particular, since
English has increasingly drawn much
attention from the government, the
Vietnamese Ministry of Education and
Training (MOET) has actively advocated an
innovative approach to teaching English as a
foreign language with the National Project
2020 (MOET, 2012; Prime Minister, 2008,
2017). The MOET expects that by enhancing
teachers’ proficiency, reforming teaching
materials, and employing technology in
language instruction, Vietnamese learners
been the epicentres of foreign language
classroom, as they are believed to be crucial
factors for language development (Loewen
& Sato, 2018, 2019; Sato & Storch, 2020).
As such, educators and practitioners have
been trying to enhance interactions among
FL learners by seeking factors affecting
interactions, as well as applying various
teaching
methodologies
from
communicative language teaching approach
(Baralt & Gurzynski-Weiss, 2011; Sato &
Storch, 2020; Verspoor & Hong, 2013).
* Corresponding author.
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021)
71
will be able to communicate orally in
English by the year 2020. However, despite
the great efforts that have been made, the
project still has to face some conventional
obstacles such as the available facility of
schools and big class size in Vietnam.
Therefore, although teachers have been
equipped with advanced teaching methods,
they are impossible to complement such
teaching methodologies in the classroom. In
addition, most teachers of English in
Vietnam are still stuck into Grammar-
Translation Method, which inhibits
communicating skills of students.
and cooperate with various partners, they are
likely to get engaged in classroom activities.
In fact, the integration of physical movement
into educational activities has been shown in
numerous studies to likely influence
students’ motivation, peer interactions,
which subsequently enhance their academic
achievements (Beaudoin & Johnston, 2011;
Holt et al., 2013; Kercood & Banda, 2012;
Reed et al., 2010; Shoval, 2011).
Based on the emerging issues in the
FL classroom, this action research study
investigates the effectiveness of physical
movement in English classrooms and
suggests employing physical movement in
the classroom’s vicinity to take advantage of
the space around the classroom. It is
expected to solve the problem of a huge
number of students being squeezed in a tiny
classroom. Furthermore, it aims to provide
students with more communication
situations and practice in order to improve
their confidence and willingness to
communicate in English.
For years, games and activities in
English classrooms have been proved to
have positive effects on young learners
(Gozcu & Caganaga, 2016). To many
teachers at primary schools, it is a
compulsory part of their teaching plan.
However, at college level, not many
lecturers pay attention to this. Due to the fact
that most learners are not used to
communicating skills in English, many of
them are reluctant to get involved in
speaking/ listening activities. This situation
worsened as the conventional writing,
reading and grammar exercises were
partially replaced with more communicative
tasks in the new English textbooks (Huynh
& Nguyen, 2020).
2. Literature Review
The natural language classroom
consists of many factors that collectively
affect learners’ learning outcome. This point
of view accords with the Dynamic Systems
Theory, which offers
a
theoretical
For Vietnamese college students,
there are some specific constraints of this
context that inhibit students from developing
communicative skills. Specifically, as
students come from different parts across the
country, they are not willing to communicate
even with their peers because they are scared
of losing face. Therefore, teachers generally
have to employ a good collection of methods
to encourage students to overcome this fear
such as pair work, group work or
presentations. However, it is observed that if
students are asked to practice in pairs, some
of them will be inactive or even sit still
without working. On the other hand, when
they are asked to move around the classroom
framework to explore the interaction
between variables existing in the language
learning process (de Bot & Larsen-Freeman,
2011). In the light of DST, this study aims to
explore factors that can potentially
contribute to communication skills, which
are physical moments in classrooms,
learners’ willingness to communicate, and
self-confidence.
2.1. Dynamic Systems Theory
The Dynamic Systems Theory
(DST) indeed originated in pure
mathematics. Since it was introduced to
Second Language Acquisition, it has set a
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021)
72
“dynamic turn” in research on SLA since
then (Dörnyei et al., 2015). According to de
Bot et al. (2005), ‘System’ refers to a group
of factors and subsystems that work together
and belong to a larger system. ‘Dynamic’
refers to the interaction, the continuous
change of these subsystems due to internal
learners’ communicating skills, we do not
only pay attention to the teaching
methodologies of listening and speaking
skills, which are believed to have direct
impacts
on
their
communicative
competences. Instead, we should also
investigate the impacts of other factors on
their language development.
or external forces. From
a
DST’s
perspective, language development is a non-
linear process that consists of many
contributing factors (de Bot et al., 2005). All
factors are completely interconnected, and
changes in one factor will have an impact on
other factors in the system (de Bot et al.,
2007). This theory is also characterized by
the term butterfly effect, which highlights the
high dependence of the dynamic system on
the initial state (de Bot & Larsen-Freeman,
2011). In other words, minor changes at the
beginning can lead to huge differences in the
end.
2.2. Physical Movement
Physical activity or movement
involves “people moving, acting and
performing within culturally specific spaces
and contexts, and influenced by a unique
array of interests, emotions, ideas,
instructions and relationships” (Piggin,
2020, p. 5). Based on this definition, it can
be inferred that physical movement ranges
from small-scale movements to larger scale
movements due to some motivations or
interests. In the language classroom,
common small-scale movements might be
switching seats with peers, turning to the
nearby learners for discussion or forming
groups, while large-scale movements consist
of going to the board, running around
classroom or even moving out of the class to
find space for teamwork.
In recent years, DST has been
increasingly adopted in second language
acquisition (SLA) domain, especially in
studies on learners’ psychology. For
instance, various studies have explored
language learners’ changes in language
skills, motivation, anxiety, or willingness to
communicate from DST perspectives (Baba
& Nitta, 2014; Dong, 2016; Dörnyei et al.,
2015; Fogal & Verspoor, 2020; Huynh &
Nguyen, 2016; MacIntyre et al., 2017;
Magne et al., 2019; Perone & Simmering,
2017; Verspoor & Hong, 2013; Waninge et al.,
2014). Results revealed that the language
learning was a dynamic and non-linear
process, which resulted from the existence of
various factors in the classroom. Therefore,
DST is proved to offer an appropriate
approach to investigate the language
learning process from different angles in a
natural classroom setting.
In the education domain, there are
mindful and non-mindful movements. Non-
mindful movements are physical activities
just for the body’s physical exercises,
whereas mindful movements are those that
integrate with learning contents (Shoval,
2011). In mindful movements, teachers do
not pay attention to the quality or scale of
movements. Instead, they give students the
freedom to move, providing that students
achieve the target academic purposes.
Within the range of this study, the authors
just focused on mindful movements in
language classrooms.
Numerous researchers are keen on
either of two types of physical movement in
classrooms, namely mindful and non-
mindful movement. Accordingly, various
studies have been conducted to investigate
Taking those characteristics of DST
into consideration, it is necessary to examine
the correlation and relationship between
different factors or variables at different
levels of scale. Therefore, to improve
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021)
73
the efficacy of physical movement when
being employed in different academic
subjects such as music (Juchniewicz, 2008),
algebra instruction (Beaudoin & Johnston,
2011), learning about angles (Shoval, 2011),
listening comprehension (Kercood & Banda,
2012); language and cultural learning
(Zhu et al., 2019) and its impacts in students’
overall performance (Krüger, 2018; Reed et al.,
2010; Wang & Loewen, 2016). All of these
above studies recorded positive effects of the
incorporation of physical movement on
academic achievement, attention and
engagement of learners at different ages and
backgrounds. In particular, it helped them
improve their social interaction and assured
that every learner participates in classroom
was not until 1996, when MacIntyre and
Charos (1996) conceptualized this factor in
L2 learning and suggested that L2 WTC
needs to be defined as a complex, situated
construct that includes both state and trait
characteristics. As mentioned in MacIntyre
(2007), WTC is a complex construct
influenced by various factors of individual
differences such as communication anxiety,
perceived communication competence and
perceived behavioural control. Thus, he
defined L2 WTC as the “probability of
initiating communication given choice and
opportunity” (MacIntyre, 2007, p. 567). The
most widely accepted model of L2 WTC is
The pyramidal heuristic model of WTC
(MacIntyre et al., 1998) as shown in Figure 1.
In such a multi-layered model, various layers
of person- and situational variables integrate
and interact to energize a person to use the
L2 or abstain from doing so. While social
and individual factors distantly affect WTC,
fluctuating variables, such as momentary
confidence in one’s L2 abilities, have the
most immediate impacts on WTC. The
notion of L2 self-confidence in both state
and trait emphasized the fluctuation of this
factor in L2, L2 WTC is likely to be
significantly less constant than L1 WTC,
depending to a much greater extent on
situational factors (Dörnyei & Ryan, 2015).
communication
when
being
asked.
Noticeably, various studies have found that
physical movement helped improve
learners’ self-esteem, confidence and well-
being (Christiansen et al., 2018; Erwin et al.,
2017; Kuczala, 2015). As such, physical
movement has been increasingly suggested
to be mandatorily integrated in classroom
activities (Holt et al., 2013; Miller & Lindt,
2018; Russ et al., 2017). As such, physical
movement is believed to potentially improve
language
learners’
confidence
and
willingness to engage in language classroom
communication.
Empirical
studies
in
both
2.3. Willingness to Communicate
quantitative and qualitative paradigms
examine learners’ WTC in different
classroom settings from various perspectives
(Cao, 2011; Cao & Wei, 2019; Kang, 2005;
Léger & Storch, 2009; MacIntyre et al.,
2011; Mahmoodi & Moazam, 2014; Syed &
Kuzborska, 2020). Specifically, Kang
(2005) followed four male Korean learners
of English in the United States to explore
situated WTC qualitatively. The learners
were paired up with native speakers and
invited to engage in free conversation. In this
context, the participants’ situational WTC in
their L2 appeared to emerge under
psychological conditions of excitement,
Willingness to communicate (WTC)
is an emerging term that has recently drawn
escalating attention in second-language
acquisition research and language teaching
practice. It was first introduced in
communication literature by McCroskey and
Baer (1985) as ‘the probability of engaging
in communication when free to choose to do
so’. This term is followed by a body of work
by the same author (McCroskey, 1997;
McCroskey & Richmond, 1990). Originally,
WTC construct was first introduced to deal
with L1 communication only, and it is
believed to be a stable trait-like construct. It
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021)
74
responsibility, and security. Similarly,
results from a comparison of English
learners’ self-report of WTC and their actual
classroom behaviors found that interactional
settings, such as whole class, small groups,
or dyads, significantly influenced learners’
WTC (Cao & Philp, 2006). Similarly, Cao
(2011) also found the interdependence of
various factors inherent in the language
classroom that affect WTC such as
Figure 1
self-confidence,
emotion,
classroom
environmental conditions such as topic, task,
and group size, to name just a few. From a
DST approach, a qualitative study conducted
by Syed and Kuzborska (2020) showed that
situational WTC resulted from the dynamic
and
non-linear
interaction
between
contextual, psychological, linguistic and
physiological factors.
The Pyramidal Heuristic Model of L2 WTC (MacIntyre et al., 1998, p. 547)
2.4. Self-Confidence
While Ehrman and Dörnyei (1998)
1991). Despite high levels of interest within
mainstream educational psychology, the
study of self-confidence has not really been
foregrounded in L2 studies compared with
other factors (Dörnyei & Ryan, 2015).
Several studies showed correlations between
anxiety and self-confidence (Cheng et al.,
1999; Matsuda & Gobel, 2004). Similarly,
Clément et al. (1994) assessed the role of
define self-confidence as “a general belief
by an individual in his or her competence
and acceptability, a general expectation of
success” (p. 282), Rubio (2007) defined it as
“a feeling of self-competence required to
handle basic problems in life, and be happy”.
Therefore, this factor does not only play
important roles in life but also in language
classrooms. L2 self-confidence construct
consists of two components: a self-
evaluation of one’s L2 proficiency as a
cognitive component; and the anxiety one
feels when communicating in the L2 as an
affective component (MacIntyre & Gardner,
linguistic
self-confidence,
including
language anxiety. Regarding the correlation
between learners’ self-confidence and their
communicative competences, findings
showed that SC enables students to be more
motivated, enthusiastic and do not quit when
confronting difficulties (Bong, 2002;
Zimmerman & Kitsantas, 2005). Self-
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021)
75
confidence
has
also
featured
in
All of them were English-majored students
who have been studying English for at least
7 years. Like most learners of English in
Vietnam, although most of the samples have
investigations of L2 WTC (Dörnyei & Ryan,
2015). In line with this, there has been
empirical evidence suggested that self‐
confidence significantly contributes to the
learner’s willingness to communicate in a
foreign language (MacIntyre et al., 2001;
MacIntyre et al., 1998).
seven
years
of
learning
English
consecutively, it can be said that they are not
active learners due to the lack of confidence
and the fear of losing face in front of the
crowd. Moreover, they had been instructed
with GTM from their early stage of English
learning. Thereby, they were not willing to
speak up their minds in class (Verspoor &
Hong, 2013). The groups of participants
were selected based on the classroom
observation, and some brief questionnaires
on their confidence in participating in oral
tasks and willingness to find peers to
practice communicative English skills.
Students were informed of the design and
purpose of the study, and their consent was
obtained prior to the beginning of the
experiment.
In the context where Communicating
Language Teaching is being encouraged like
Vietnamese’s context, enhancing students’
communicative competences should be
prioritized in pedagogical practice. Given
the role of WTC in L2 speaking, and the
immediate influence of L2 self-confidence
on WTC in MacIntyre et al.’s (1998)
pyramidal model, they are treated as the
main learners’ factors in this study to
investigate the relationships of various
classroom factors under the framework of
DST. Specifically, this study explores the
relationship
between
L2
learners’
psychological factors, namely SC and WTC.
In addition, the effects of mindful physical
movement on these two important factors
are also investigated. To serve the goal, this
study aims to address these research
questions:
There were four groups of
participants, which were indeed four English
classes, participating in this study. Initially,
there were 20 to 23 students in the four
classes. However, due to the missing values
of the responses, students’ attendance in
class, and exclusion of outliers, the final
number of participants included in the data
analysis was eighteen students for each group.
1. Is there a correlation between
learners’ SC and WTC?
2. Does physical movement used in
the English listening/speaking course help
increase learners’ SC and L2 WTC?
For the first part of this study
exploring the impacts of level of movement,
two groups of students were investigated.
Group 1 comprised students with very little
movement in the classroom, while Group 2
included those with moderate physical
movement. Specifically, there were no
games or significant physical movements in
the first class. Instead, they only sat at the
seats and formed pairs/ groups with their
neighbouring classmates. Conversely, in the
second class, the teacher held various games
and activities that forced students to move
around the class to find peers for discussion,
to win the competitions or to complete the
given tasks.
3. Do the scales of movement affect
learners’ SC and WTC?
3. Methodologies
This study employed questionnaires
to investigate the impact of physical
movement on the self-confidence and
willingness to communicate of students.
3.1. Participants
Samples of this quasi-experimental
study were students from a regional
university in the Middle region of Vietnam.
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76
In regards to the second part of the
study tapping into the correlation between
the scale of movements and SC/WTC, the
focus of comparison is not the features of
activities, but the scale of movement.
Particularly, a group of students who only
moved inside the classroom were named as
‘Control group’, while the remaining group
of students were coded as ‘Experimental
group’. During the time of the experiment
lasting for one month, those in the
Experimental group were empowered with
more freedom. Specifically, they were
allowed to even move outside of their
classrooms to form pairs and groups to carry
out the discussions and fulfil requested tasks
related to the lessons such as making posters
on given topics, designing a TV show or
plotting a play… After one month, they were
asked to respond to a survey on SC and
WTC.
Data were collected and analysed
descriptively by SPSS. We employed partial
correlation and descriptive analysis in this
study with p < 0.05.
4. Results
Results from the data analysis are
presented in accordance with the order of the
research questions
4.1. Correlation Between SC and WTC
Data analysis showed that there was
a strong and positive correlation between
learners’ SC and WTC (r = .874, p =.000). In
short, the more confident learners were, the
more willing they were to participate in oral
activities. This result aligned with the
findings of previous studies mentioned
above.
4.2. Effects of Physical Movement on
Learners’ SC and WTC
3.2. Instruments
To find out if physical movement
affected learners’ confidence and their
willingness to communicate with their peers
or not, descriptive analysis was run to
investigate the impacts of physical
movement on learners who had low physical
movement and those who had moderate
physical movement. Regarding the impacts
on self-confidence (SC), learners’ responses
showed that those who had moderate
movement in the classroom perceived higher
influence on their level of SC (M = 6.70, SD
= 0.40) than those who just had sedentary
learning (M = 5.59, SD = 0.73); t(34)= 5.67,
p<.001. As for the effects of movement on
WTC, the data analysis recorded a higher
level of perceived WTC in moderate
movement group (M = 6.76, SD = 0.39) than
low movement group comprising those who
mostly sat in class (M = 5.66, SD = 0.70),
t(34)= 5.88, p<.001.
The questionnaire was adapted from
Verspoor and Hong (2013). It was modified
based on the content of the textbook used in
the course. The questionnaire presented
twenty communication situations in the
language classroom, some were general
situations (e.g., “Stand up and briefly
introduce yourself to everyone, when
asked”), while others were specific to the
topics of the textbooks entitled Solutions:
Pre-intermediate (e.g., “In
discussion, give your opinion on the most
serious global issues”). Students were asked
to rate from
willing/confident”) to 10 (“very much
willing/confident”) to reflect to what extent
physical movement in the classroom
stimulated their self-confidence and
willingness to communicate in such
situations.
a
group
1
(“completely not
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77
Table 1
Mean and Standard Deviation of PM Impacts on Learners’ SC and WTC
Criteria
SC
Group
N
Mean SD
t
0.73 5.67***
0.40
Low movement
18 5.59
Moderate movement 18 6.70
Low movement 18 5.66
Moderate movement 18 6.76
WTC
0.70 5.88***
0.39
The results from the data analysis
above helped us conclude that participants of
the study perceive that physical movement
did take effects on their self-confidence and
willingness to communicate. In other words,
the more physical movement learners had,
the more positive impacts it had on learners’
SC and WTC.
inside the classroom (within-class group).
Results from descriptive analysis showed
that space and scale of movements did have
considerably greater effects on learners. The
data analysis of SC questionnaire showed
that the experimental group perceived a
significantly higher level of SC (M = 7.14,
SD = 0.44) compared with the control group
(M=6.37, SD = 0.40); t(34)=5.55, p<.001.
The analysis of WTC questionnaire also
recorded a similar pattern: the effects
reflected by the experiment group (M = 7.10,
SD = 0.36) were higher than those reflected
by the control group (M = 6.48, SD = 0.43)
with t(34)=4.74, p<.001. In short, it seems
that the larger scale students are allowed to
move, the more efficacy physical movement
has on their SC and WTC. The results are
summarized as follows:
4.3. The Scale of Movements: Inside
Classroom Versus Within Classroom’s
Vicinity
To investigate the effects of space
and scale of movements on learners’ SC and
WTC, one group of students were allowed to
move within the classroom, while another
group of students were allowed to move out
of the classroom during their group work or
pair work. Their results were compared with
those of other students who just moved
Table 2
Mean and SD of PM’s Impacts on SC and WTC of Two Groups of Learners
Criteria
SC
Group
N
Mean SD
18 6.37 0.40 5.55***
0.44
18 6.48 0.43 4.74***
t
Control group
Experimental group 18 7.14
Control group
Experimental group 18 7.10
WTC
0.36
***p<.001
5. Discussion and Implications
that plays an indispensable role in task
fulfilment. The first results once again prove
the strong relationship between self-
confidence and willingness to communicate,
which aligns with results from previous
studies (Aoyama & Takahashi, 2020; Fallah,
2014). In other words, confident students
In line with the above-mentioned
DST, the results showed an interaction
between various factors in language
classroom activities. Specifically, self-
confidence is a cognitive human perception
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021)
78
tend to actively engage in conversations,
especially in foreign language classrooms.
Thereby, when we want to improve learners’
communicating competences, apart from
linguistic factors, it is necessary to pay
attention to the affective factors. For
instance, teachers may apply effective
methods such as regular encouragement and
appropriate feedback to increase their level
of confidence (Kerr, 2017, 2020).
change in this implementation, we recorded
remarkable productiveness in terms of SC
and WTC improvement. This result was also
in line with the butterfly effect of DST.
In reality, although most teachers are
well aware of the advantages of physical
movement in the classroom, they often
blame the number of students and classroom
size for the failure of its application
(Aoumeur, 2017; Todd, 2012). Some of
them even worry about disruptive
behaviours, that is if students are allowed to
move out of their seats, they might be
uncontrollable (Reilly et al., 2012).
Interestingly, the result of the third research
question witnessed a counter result: the more
students were allowed to move, the higher
level of SC and WTC they perceived. It
suggested a solution to problems in the
Vietnamese context where classrooms are
usually squeezed with a large number of
students that inhibits generative activities.
Specifically, mindful physical movement is
not just implemented within the range of the
classroom, but it can be extended to take
place in the classroom’s vicinity such as the
corridors, in the school yard, or other places
at their convenience. In other words, if it is
possible, we can give students the freedom
to move beyond the edge of their class which
brings about numerous benefits. It enables
students more chances to collaborate with
different partners, form different sizes of
groups, and create a more competitive
environment in classroom activities. As a
result, they will be more motivated to take
part in activities when being asked.
In theory, teachers are encouraged to
apply various forms of physical movement
to enhance students’ motivation in
classrooms. In fact, those practitioners often
apply physical movement to maintain
students’ focus on the lessons (Benes et al.,
2016). However, its efficacy on two factors
investigated in this research has not received
enough attention in language education in
Vietnam based on the absence of academic
evidence. Moreover, although teachers have
tried to apply activities to encourage learners
to practice oral skills, this pedagogy has not
brought about huge change because learners
tend to stick to, and form pairs or groups
with their favourite and familiar partners for
their convenience. This phenomenon was
also recorded in the observation and quick
investigation before the experiment. This
comfort zone, in fact, inhibits authentic and
meaningful communicative situations in
classrooms which occurs when students use
language to build up ideas and do
meaningful things (Herazo Rivera, 2010). In
other words, their communications were
merely pseudo communications because
they just communicated to fulfil the tasks
and make teachers happy instead of having
the need to communicate a message to others
for some meaningful purposes (Zwiers,
2020). For this reason, by forcing students to
move around the classroom, we engaged
them in more authentic communicative
situations, as they actually needed to
exchange information and fill the
information gaps with their partners.
Therefore, although we only made a slight
6. Limitations and Conclusions
Though this study shed light on the
potentials of physical movement in solving
FL classroom’s issues, there are some
limitations that call for future research to
solve. As this is a pilot study to explore the
effectiveness of this classroom pedagogy,
the sample size is quite small. In addition, it
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021)
79
English as a second language: The effects of
L2 self-confidence, acculturation, and
motivational types. Journal of International
just employed students’ self-reflection
without other instruments for triangulation
such as academic achievement (scores),
interview or classroom video recordings.
The limited number of learners in this pilot
study also prevents the generalization of its
results. Therefore, there is a need to recruit
more participants to come out with more
convincible results.
Students,
10(3),
703-723.
Baba, K., & Nitta, R. (2014). Phase transitions in
development of writing fluency from a
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Language
Baralt, M., Gurzynski-Weiss, L. (2011).
Learning,
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&
Future research can integrate
academic transcripts derived from speaking
tests to examine the correlation between
students’ self-reflection and their actual skill
development. Qualitative data from
interviews is also worth considering in order
to explore learners’ reflections in depth, or
Comparing learners’ state anxiety during
task-based interaction in computer-mediated
and face-to-face communication. Language
Teaching Research, 15(2), 201-229.
Beaudoin, C. R., & Johnston, P. (2011). The impact
of purposeful movement in algebra
instruction. Education, 132(1), 82-96.
have
an
insight
into
situational
Benes, S. S., Finn, K. E., Sullivan, E. C., & Yon, Z.
(2016). Teachers' perceptions of using
movement in the classroom. Physical
characteristics of WTC in an actual situation.
In addition, apart from mindful movement,
researchers can consider investigating the
effects of non-mindful movement in
language classrooms.
Educator,
73(1),
110-135.
Bong, M. (2002). Predictive utility of subject-, task-,
and
problem-specific
self-efficacy
7. Conflicts of Interest
judgments for immediate and delayed
academic performances. The Journal of
Experimental Education, 70(2), 133-162.
The authors have no conflicts of
interest to disclose.
Cao, Y. (2011). Investigating situational willingness
to communicate within second language
classrooms from an ecological perspective.
8. Acknowledgement
We thank Dr. Nguyen Thi Phuong
Hong, Can Tho University, for her initiatives
that aroused us to conduct this study. We
thank the anonymous reviewers for their
useful suggestions. Any errors are our own
and should not tarnish the reputations of
these esteemed persons.
System,
39(4),
468-479.
Cao, Y., & Philp, J. (2006). Interactional context and
willingness to communicate: a comparison
of behavior in whole class, group and dyadic
interaction. System, 34(4), 480-493.
Cao, Y. K., & Wei, W. (2019). Willingness to
communicate from an English as an
international language (EIL) perspective:
The case of Macau. System, 87, 102-149.
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Appendixes
Communication Situations in Class:
1. Stand up and briefly introduce yourself to everyone, when asked.
2. Raise your hand and ask a question when you have a question.
3. Raise your hand and give an answer when you have an answer.
4. Ask a classmate the meaning of a word you do not know.
5. Ask a classmate how to say something in English to express your thoughts.
6. Make a conversation in English.
7. Ask your classmate to repeat something.
8. Say you don’t agree about something and explain why.
9. In a group discussion, give your opinion in a group discussion on the most useful electronic
devices in a house.
10. In a group discussion, give your opinion on the effect of modern technology on human’s
life.
11. In a group discussion, tell your mates about some gestures and body languages that you
know.
12. In a group discussion, tell your mates about some traditions and customs in other countries.
13. Invite your partners to do something at the weekend.
14. In a group discussion, give your opinion on the most serious global issues.
15. In a group discussion, give your opinion on methods to improve the environment in your
country.
16. In a group discussion, give your group mates advice on his/her personal problems.
17. In a group discussion, give your opinion on the most serious criminals in your local area
and explain why.
18. In a group discussion, give your opinion on penalties for computer crimes.
19. In group, discuss stages of a process of making/cooking something.
20. In a group discussion, give your opinion on a book you have read.
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021)
84
ẢNH HƯỞNG CỦACHUYỂN ĐỘNG CƠ THỂ
ĐỐI VỚI SỰ TỰ TIN VÀ SẴN SÀNG GIAO TIẾP
CỦANGƯỜI HỌC NGOẠI NGỮ
Huỳnh Thị Thu Nguyệt1, Nguyễn Văn Long2
1 Trường Đại học Sư phạm Quốc gia Đài Loan, Đài Bắc, Đài Loan
2 Trường Đại học Ngoại ngữ Đà Nẵng, Đại học Đà Nẵng, Đà Nẵng, Việt Nam
Tóm tắt: Lý thuyết hệ thống động định nghĩa sự phát triển ngôn ngữ là sự tương tác của các
yếu tố khác nhau trong một hệ thống. Dựa vào đó, một nghiên cứu định lượng đã được thực hiện để xem
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Anh của người học ngoại ngữ. Bốn nhóm sinh viên năm thứ nhất chuyên ngành tiếng Anh của một
trường đại học ở Việt Nam đã được chọn làm người tham gia cho nghiên cứu này. Trong khóa học tiếng
Anh về kỹ năng giao tiếp, cụ thể là nghe và nói, sinh viên thường xuyên được khuyến khích di chuyển
trong lớp học hoặc khu vực lân cận lớp học để thực hiện các bài tập nói theo cặp hoặc nhóm. Một bộ
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