A Model of Willingness to Communicate in English in Iranian EFL Classroom Context (original) (raw)
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TESOL Quarterly (John Wiley Publications)
This study examined willingness to communicate (WTC) in English among Iranian EFL learners in the classroom context. For this purpose, an L2WTC model based on WTC theory (MacIntyre, Clément, Dörnyei, & Noels, 1998) and empirical studies was proposed and tested using Structural Equation Modeling (SEM). This model examined the inter-relationships among WTC in English, communication confidence, motivation, classroom environment, attitudes toward learning English, and English language achievement. A total number of 243 English-major university students in Iran completed a questionnaire. The proposed SEM model adequately fit the data. Results of the SEM indicated that classroom environment was the strongest direct predictor of L2WTC, communication confidence directly affected WTC, motivation indirectly affected WTC through communication confidence, English language proficiency indirectly affected WTC through communication confidence, and the classroom environment directly affected attitudes, motivation, and communication confidence.
Learning and Individual Differences, 2014
This study takes the initiative to test a model of L2 communication that examines the potential connections among willingness to communicate in English (L2WTC), three individual differences (shyness, motivation, communication self-confidence) and one situational variable (teacher immediacy). A number of 252 Iranian English-major university students filled in a questionnaire survey. The collected data were then tabulated and analyzed via SPSS and structural equation modeling (SEM). The findings revealed significant positive paths from motivation and communication self-confidence to L2WTC, from immediacy to motivation and from motivation to self-confidence and negative paths from shyness to self-confidence and motivation and from teacher immediacy to shyness. Further, it was shown that shyness and teacher immediacy could indirectly affect L2WTC through the mediation of self-confidence and motivation. The implications are discussed.
The Role of Willingness to Communicate and Motivation in Language Learning in Iran
Journal of Language and Translation, 2017
Willingness to communicate and motivation can be two important affective variables to cause success in language achievement. The current study aimed to investigate the role of willingness to communicate (WTC) and second language motivational self-system (L2MSS) in relation to learners’ language achievement. To this end, 100 homogeneous learners both male and female aged from 16 to 20 were chosen through placement test from four language institutes in Meshgin Shahr, Iran. The researchers, then, collected data through WTC inventory, L2MSS questionnaire and learners’ language achievement test of four English skills: reading, writing, listening and speaking based on the Preliminary English Test (PET). The results based on multiple regression analysis indicated that WTC and L2MSS can significantly predict learners' language achievement test scores.
Willingness to Communicate in English among ESL Undergraduates in
Journal of Cognitive Sciences and Human Development
Students’ unwillingness in communicating (WTC) English has many factors especially insecond language acquisition. This study investigates the willingness to communicate(WTC) in English among ESL undergraduates in Malaysia. A hypothesised model that integratesWTC in English, motivation, self-efficacy, mindset, and performance was tested usingstructural equation modelling (SEM). The results show that the personality of learnersare directly affecting motivation and WTC in English. Further, the results also demonstratethat both motivation and academic achievement influences WTC in English indirectlythrough self-efficacy. The final model correlates well with the data, thereby indicating thepotential of academic achievement can contribute to ESL communication. Keywords: Willingness to communicate; low proficiency; second language acquisition;speaking
Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context
This study examined willingness to communicate (WTC) in English among Iranian EFL learners in the classroom context. For this purpose, a second language willingness to communicate (L2WTC) model based on WTC theory and empirical studies was proposed and tested using structural equation modeling (SEM). This model examined the interrelationships among WTC in English, communication confidence, motivation, classroom environment, attitudes toward learning English, and English language achievement. A total of 243 English-major university students in Iran completed a questionnaire. The proposed SEM model adequately fitted the data. Results of the SEM indicated that classroom environment was the strongest direct predictor of L2WTC; communication confidence directly affected WTC; motivation indirectly affected WTC through communication confidence; English language proficiency indirectly affected WTC through communication confidence; and the classroom environment directly affected attitudes, motivation, and communication confidence. F oreign/second language (L2) teaching has undergone many changes and revisions over the past century. In the past, English language teaching emphasized the mastery of structures, but more recently the communicative competence of the language learners and the use of language for the purpose of communication have been emphasized . Communicative language teaching 154 language classroom context of Iran, this study examines psychological, contextual, and linguistic variables of L2WTC in the Iranian EFL context. For this purpose, the present study proposes a model to investigate these variables. The accurate examination of this comprehensive model provides a useful viewpoint of L2 communication in the EFL classroom context in general, and the Iranian context in particular. Moreover, the proposed model can help L2 learners understand what factors affect their willingness to communicate in English. Based on this, they can become aware of their own communication preferences and, therefore, foster communication and speaking in the classroom. Hence, language learners' willingness to communicate in English in the Iranian EFL context is examined within the WTC framework proposed by and Peng and Woodrow (2010) using SEM.
Research Article, 2022
Recently, Willingness to Communicate (WTC) has been explored and proposed to be one of the key concepts for identifying when one decides to initiate communication in the target language. The attention, nonetheless, has been concentrated on how WTC interacts with other learners' variables. This study, on the other hand, intends to offer empirical evidence on the direct roles of affective variables (self-confidence, anxiety, motivation, and grit) and WTC variables (WTC inside the classroom, WTC outside the classroom, and WTC in a digital setting) in Thai students' English-speaking performance. The data were obtained from 35 undergraduate students (17.1% males; 82.9% females) using a survey questionnaire. Then, a speaking test was taken from an English Communication Skills course and was analysed using correlation and hierarchical regression. The results disclosed positive correlations among self-confidence, motivation, grit, WTC in a digital setting, WTC inside the classroom, WTC outside the classroom, and speaking performance, and negative correlations among self-confidence, anxiety, and grit. However, motivation was the only significant predictor of speaking performance. The findings offer some implications for English teachers in improving students' English-speaking performance.
Language Learning, 2010
This study involves a large-scale investigation of willingness to communicate (WTC) in Chinese English-as-a-foreign-language (EFL) classrooms. A hypothesized model integrating WTC in English, communication confidence, motivation, learner beliefs, and classroom environment was tested using structural equation modeling. Validation of the measurements involved exploratory factor analyses on the dataset collected in a pilot study and confirmatory factor analyses in the main study. The results show that classroom environment predicts WTC, communication confidence, learner beliefs, and motivation. Motivation influences WTC indirectly through confidence. The direct effect of learner beliefs on motivation and confidence is identified. The model provides an adequate fit to the data, indicating the potential to draw on individual and contextual variables to account for classroom communication.
Willingness to communicate in english: A model in the Chinese EFL classroom context
2010
This study involves a large-scale investigation of willingness to communicate (WTC) in Chinese English-as-a-foreign-language (EFL) classrooms. A hypothesized model integrating WTC in English, communication confidence, motivation, learner beliefs, and classroom environment was tested using structural equation modeling. Validation of the measurements involved exploratory factor analyses on the dataset collected in a pilot study and confirmatory factor analyses in the main study. The results show that classroom environment predicts WTC, communication confidence, learner beliefs, and motivation. Motivation influences WTC indirectly through confidence. The direct effect of learner beliefs on motivation and confidence is identified. The model provides an adequate fit to the data, indicating the potential to draw on individual and contextual variables to account for classroom communication.
Relationship between Willingness to Communicate in English and Classroom Environment
Universal Journal of Educational Research, 2020
Under a hybrid theoretical perspective involving positive psychology (PosPsy) and ecological paradigm, this research attempts to explore the interrelationship between classroom environment and willingness to communicate (WTC) in English among EFL (English as a foreign language) learners in the normal universities in Shandong province, China. A survey method is used engaging a questionnaire comprised of demographic information and items on classroom environment and L2 WTC. The statistical analysis was conducted based on 128 returned questionnaires. The findings confirmed that the EFL students in Shandong normal universities perceived themselves as having a high level of L2 WTC and classroom environment. What's more, a statistically significant positive relationship that is moderately strong between L2 WTC and classroom environment was found. Moreover, the multiple regression analysis identified that teacher support is the classroom environment dimension that is a statistically significant predictor of L2 WTC. The fitness indexes of the proposed structural model achieved the fitness required for Ratio Chisq/df (Chi-square/ Degrees of Freedom), CFI (Comparative Fit Index), and RMSEA (Root Mean Square of Error Approximation) at an acceptable level. Hence, the proposed structural model was established for this research.
Theory and Practice in Language Studies, 2015
The present study aimed at investigating the relationships among foreign language classroom anxiety, willingness to communicate, and the scholastic success of Iranian EFL learners. To this end, 74 senior and junior students majoring in English Literature and English Translation at Shahid Bahonar university of Kerman participated in this study. To collect the required data, the following questionnaires were applied: Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) and the Willingness to Communicate Scale (MacIntyre et al., 2001) to measure the participants' frequency of time chosen to communicate in English. The participants' GPAs were also used as a measure of their scholastic success. The results of this study revealed that there was a significant negative relationship between foreign language classroom anxiety and willingness to communicate. The relationship between foreign language classroom anxiety and scholastic success was also found to be significantly negative. However, a significant positive relationship was found between willingness to communicate and scholastic success. This study recommends that language teachers identify the causes of language anxiety and try to avoid being one of them. They should also help their students boost their language achievement by increasing their willingness to communicate and decreasing their anxiety in language classes.