Design thinking and its potential to improve willingness to communicate in the classroom
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Date
2024-08
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University of New Brunswick
Abstract
Students who experience low willingness to communicate (WTC), especially orally, are less likely to feel engaged and valued in the classroom. This can lead to a problematic downward spiral of participation and achievement. The literature suggests that low WTC is influenced by feelings of anxiety, or communication apprehension, as well as low self-confidence in one’s communication capabilities. Teaching practices such as the design thinking model can help to create an environment conducive to improved WTC. Design thinking encourages students to use empathy to generate solutions to complex problems. Its focus on open-mindedness creates an environment in which students experience less communication apprehension. At the same time, the design thinking model offers many opportunities for students to improve linguistic competence, thereby increasing their communicative self-confidence. Ultimately, teachers who integrate elements of the design thinking model into their practice have the potential to improve the teaching and learning environment for all.
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Keywords
HUMANITIES and RELIGION::Languages and linguistics, INTERDISCIPLINARY RESEARCH AREAS::Human communication