The Structural Relationships Between Foreign Language Speaking Anxiety, Perceived English Competence, English Learning Motivation, Willingness to Communicate, English Learning Engagement and Motivational Intensity in Hong Kong Secondary Students

2016 ◽  
pp. 147-169
Author(s):  
Wai Sum Chung ◽  
Man-Tak Leung
Keyword(s):  
Secondary Students ◽  
Willingness To Communicate ◽  
Learning Motivation ◽  
English Learning ◽  
Learning Engagement ◽  
Speaking Anxiety ◽  
Motivational Intensity ◽  
Structural Relationships ◽  
English Competence ◽  
English Learning Motivation

Willingness to Communicate

2018 ◽  
pp. 96-119
Author(s):  
Feifei Han ◽  
Zizhen Wang
Keyword(s):  
Learning Style ◽  
English Proficiency ◽  
Positive Association ◽  
Willingness To Communicate ◽  
Learning Motivation ◽  
English Learning ◽  
Structured Interviews ◽  
Attitude Learning ◽  
English Learning Motivation ◽  
Quantitative And Qualitative Methods

This chapter examines factors impacting L2 WTC among Chinese ELLs studying in an EAP program in Australia. Adopting both quantitative and qualitative methods, three questionnaires were used to measure L2 WTC, English learning motivation, and self-rated English proficiency; and semi-structured interviews were used to triangulate and complement questionnaire data. The main results were (1) L2 WTC with friends was higher than L2 WTC with acquaintance and with strangers and (2) L2 WTC with strangers and acquaintances were positively related to integrativeness and attitude toward the learning situation, but not with motivation intensity. L2 WTC with friends did not correlate with any of the scales in the English learning motivation; thus, (3) L2 WTC with strangers and acquaintances but not with friends had positive association with self-rated English proficiency, and (4) factors such as teaching methods, teachers' attitude, learning style, and personality all impacted on L2 WTC. The results are discussed and practical implications are articulated.

scholarly journals Exploring the Relationship Between Learning Motivation and L2 WTC in an EFL Classroom Among Thai EFL Learners

2019 ◽  
Vol 12 (7) ◽  
pp. 33
Author(s):  
Xingxing Ma ◽  
Anchalee Wannaruk ◽  
Zhibin Lei
Keyword(s):  
Willingness To Communicate ◽  
Learning Motivation ◽  
English Learning ◽  
Efl Context ◽  
High Motivation ◽  
Instrumental Motivation ◽  
Asean Economic Community ◽  
English Learning Motivation ◽  
The University ◽  
The Relationship

The present study investigates the relationship between university learners’ English learning motivation and their willingness to communicate in English (L2 WTC) in EFL classroom under the big environment of Thailand joining the AEC (ASEAN Economic Community). By applying mixed methods, data is collected and the findings can be summarized as follows. Firstly, the university learners including males and females all have high motivation towards English learning, especially with higher instrumental motivation. Besides, the university learners in total have intermediate level on their willingness to communicate in English in EFL classrooms without significant gender difference. More than 50% of students are more willing to communicate in English with friends than with teachers for they believe that friends are easier to communicate and understand. Thirdly, university learners’ English learning motivation has strong positively correlation with their L2 WTC. In English learning motivation, instrumental motivation has stronger positively correlation with their L2 WTC than integrative counterpart and is better predictor of students’ L2 WTC in EFL classroom. These findings have implications for teachers teaching English in EFL context who should take the big environment in society and their distance with students into account, and shed some lights on the research of L2 WTC in the future.

scholarly journals A Study on Students’ Learning Motivation of EFL in Taiwanese Vocational College

2012 ◽  
Vol 2 (3) ◽  
pp. 260 ◽  
Author(s):  
Hsiang-Yung Feng ◽  
Jin-Jun Fan
Keyword(s):  
College Students ◽  
High School ◽  
Learning Motivation ◽  
English Learning ◽  
Vocational College ◽  
English Learning Motivation

Due to globalization, the importance of English cannot be overemphasized. Most teachers would assume that the motivation for students to learn English would be stronger than before. The purpose of this study is to explore the English learning motivation among vocational college students of different systems. The aim of the thesis was to understand students’ learning motivation of EFL, and compare the motivation in different students’ background or different systems of vocational college. The results showed that there were no differences on different systems in vocational college, gender and background of high school for students’ learning motivations. The results also found that there were stronger statistically significant between learning motivations and learning achievements.

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