The effect of perceived competence on second language communication frequency: the mediating roles of motivation, willingness to communicate, and international posture

Author(s):  
Shima Balouchi ◽  
Arshad Abdul Samad
Author(s):  
Ju Seong Lee ◽  
Nur Arifah Drajati

This study examined the under-researched relationship between informal digital learning of English (IDLE) activities (receptive IDLE activities and productive IDLE activities), affective variables (grit, motivation, self-confidence and second language speaking anxiety) and willingness to communicate in a second language. Data (N = 183) were collected through a questionnaire from one state university in an English-as-a-foreign-language Indonesian context. The results showed that students’ willingness to communicate correlated significantly with all of the IDLE activities and affective variables. However, only productive IDLE activities, grit, self-confidence, and motivation were identified as the significant predictors of students’ willingness to communicate. Findings suggest that students’ IDLE engagement and affective states play a significant role in a second language communication. In particular, pedagogical benefits of affective variables (e.g., grit, self-confidence, and motivation) and productive IDLE activities should be emphasised to facilitate students’ willingness to communicate in a second language. These results will broaden current knowledge of IDLE and second language communication behaviour, which can contribute to bridging the interdisciplinary gap between computer assisted language learning, second language acquisition, and psychology.


Author(s):  
Mechael Ibrahim

The main purpose of this study was to investigate the effect of attitudes and emotions on the desire to use Arabic in communication in a second language learning context, in this case learners of Arabic as a second language at the Malaysian University of Islamic Sciences. A number of 225 students from the Islamic Science University of Malaysiavoluntarily participated in the study. The students represented four faculties of the University. A model of "willingness" to communicate in the second language was tested using Structural Equation Modeling and was found to accurately fit the data. The study found that language competence was antecedent of language communication confidence, while language confidence significantly and statistically correlated with willingness to communicate and consequently with language proficiency. The study also showed that male learners are more liable to language anxiety which was found to be negatively correlated with language competence and consequently lack of ability to use the target language. The study recommends that teachers provide learners of Arabic as a second language with greater opportunities to use the language inside and outside the classroom and to make their teaching more task-orientedinstead of lecture-oriented. 


2018 ◽  
Vol 2 (2) ◽  
pp. 7-8
Author(s):  
David Williamson ◽  
Tingting Chen

The enduring growth in the international hospitality and tourism sector, in conjunction with an increasingly globalised labour market, has increased the chances of tourists being served by staff using their shared non-English native language. Numerous studies have explored the use of native language in service encounters, with customer perceptions widely investigated [1,2]. However employees’ perspectives of non-English native language use in the servicescape are under-researched. This study is a part of an AUT Master of International Hospitality Management dissertation. The study applied a qualitative methodology, interviewing eight international employees in New Zealand hotels with long-term experience of speaking their non-English native language in service encounters. Results of the study indicated that employees are well aware of the demands for employers to provide customer-oriented service by speaking their non-English native language; however, in any service encounters with customers speaking the same native language, staff have a strong preference for initiating service communication in English. The interviews showed that this preference was a result of workers experiencing considerable concerns, stress and anxiety around the use of their non-English native language. Specifically, a complex series of considerations and decisions occur when staff are faced with customers who might want to use shared non-English native language, suggesting employees experience ‘linguistic labour’, similar to the constructs of emotional [3,4] and aesthetic labour [5]. Participants indicated that the choice of using non-English native language may be passive (i.e. following the lead of a guest who recognises the staff member as a fellow speaker), or proactive when workers recognise a customers’ poor English and use their native language to minimise guest embarrassment. Given the complexity and distinctiveness of each service context, participants suggested they had principles that underpinned their choice of language in the service space. Firstly, that English is the default service language and should be used as such; secondly, that participants did not want to assume guests’ ethnic/language identity and so avoided using their non-English native language; thirdly, participants avoided using non-English native language so as to not be identified as a particular ethnicity. Crucially, participants sought to avoid being ethnically/linguistically pigeonholed, because engaging in shared native language in the servicescape was perceived to lead to significantly increased customer service demands and thus increased workload. In essence, participants stated that using shared language in the service space immediately engaged cultural norms from their home countries that they would rather avoid; notably increased workloads, guest expectations of subservience and a perceived loss of status and respect for the participants. The study makes an original contribution to management studies, showing that managers and owners should consider the impacts of linguistic labour on employees in the servicescape. What can appear as a simple request to speak a certain language can engage employees in a complex process of choices and considerations as they try to avoid the perceived work intensification that comes with speaking their non-English native language. The full dissertation can be accessed here: https://aut.researchgateway.ac.nz/bitstream/handle/10292/10877/ChenT.pdf?sequence=4&isAllowed=y Corresponding author David Williamson can be contacted at: [email protected] References ((1) Holmqvist, J.; Van Vaerenbergh, Y.; Grönroos, C. Consumer Willingness to Communicate in a Second Language: Communication in Service Settings. Management Decision 2014, 52(5), 950–966. http://hdl.handle.net/1854/LU-3214078 (2) Kang, S.-J. Dynamic Emergence of Situational Willingness to Communicate in a Second Language. System 2005, 33(2), 277–292.  https://doi.org/10.1016/j.system.2004.10.004 (3) Hochschild, A.R. Emotion Work, Feeling Rules, and Social Structure. American Journal of Sociology 1979, 85(3), 551–575. https://doi.org/10.1086/227049 (4) Hochschild, A.R. The Managed Heart: Commercialization of Human Feeling; University of California Press: Berkeley, CA, 1983. (5) Warhurst, C.; Nickson, D. Employee Experience of Aesthetic Labour in Retail and Hospitality. Work Employment & Society 2007, 21, 103–120. https://doi.org/10.1177/0950017007073622 


2017 ◽  
Vol 120 (3) ◽  
pp. 423-442 ◽  
Author(s):  
Meihua Liu

The present research explored the effects of cultural, affective, and linguistic variables on adult Chinese as a second language learners' willingness to communicate in Chinese. One hundred and sixty-two Chinese as a second language learners from a Chinese university answered the Willingness to Communicate in Chinese Scale, the Intercultural Sensitivity Scale, Chinese Speaking Anxiety Scale, Chinese Learning Motivation Scale, Use of Chinese Profile, as well as the Background Questionnaire. The major findings were as follows: (1) the Willingness to Communicate in Chinese Scales were significantly negatively correlated with Chinese Speaking Anxiety Scale but positively correlated with length of stay in China and (2) Chinese Speaking Anxiety Scale was a powerful negative predictor for the overall willingness to communicate in Chinese and the Willingness to Communicate in Chinese Scales, followed by length of stay in China, Chinese Learning Motivation Scale, interaction attentiveness, and Chinese proficiency level. Apparently, students' willingness to communicate in Chinese is largely determined by their Chinese Speaking Anxiety Scale level and length of stay in China, mediated by other variables such as Chinese proficiency level and intercultural communication sensitivity level.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Asieh Amini ◽  
Hiwa Weisi

PurposeGiven the significance of willingness to communicate and its integral role in the field of foreign/second language acquisition (F/SLA), this quantitative study intends to examine the relationship between sensory emotioncy types and teacher immediacy with second language learners' willingness to communicate (WTC).Design/methodology/approachA total number of 280 students majoring in teaching English as a Foreign Language (TEFL), and English Language and Literature completed three scales of Sensory Emotioncy Type (SET), Willingness to Communicate and Teacher Immediacy (TI). For data analysis, Pearson correlation coefficient, multiple regression analysis and structural equation modeling (SEM) were employed.FindingsThe results of SEM showed that learners' WTC was significantly predicted by emotioncy and teacher immediacy. Further, reports from correlational and regression analyses revealed a significantly positive correlation, first, between teacher immediacy and learners' WTC, secondly, between emotioncy and learners' WTC.Research limitations/implicationsThe main limitation of this study was that the participants were selected from one context with relatively a small sample which might restrict the generalization. Nonetheless, the present study findings might extend ancillary horizons and provided worthwhile insights into the perception of teacher immediacy and emotioncy on students' willingness to communicate.Practical implicationsThe significance of the current study lies in its theoretical contribution to the notion of WTC and its pedagogical implications and suggestions to the benefits of rejuvenating second language teaching and learning. Findings of this study help pre-service and in-service teachers in providing them more robust picture of learners' individual differences; and hence exert the most appropriate tasks which learners have the most degree of familiarity and better to say, emotioncy.Originality/valueIn the current study notable results were obtained which would be efficacious to the present literature on the EFL teacher immediacy, emotioncy and willingness to communicate. First and foremost, the findings added to a growing body of literature on emotioncy as a relatively novel concept in academic settings and teacher immediacy , and willingness to communicate which have gained scant attention in the field.


2018 ◽  
Vol 38 (2) ◽  
pp. 194-214
Author(s):  
H. Colin Gallagher

Psychological models of second language (L2) communication have focused on cognitive, affective, and motivational precursors to L2 communication, while largely neglecting sociostructural factors. One way to conceptualize structural variables is in terms of social network reciprocity (mutually acknowledged network ties) and brokerage (social intermediaries). To investigate whether network positions predict willingness to communicate in the second language (L2 WTC), a cohort of English-for-Academic-Purposes students ( N = 67) was surveyed about discussion partners within the group. An autologistic actor attribute model was used to examine social network patterns of L2 WTC. As hypothesized, students involved in reciprocal structures reported stronger L2 WTC, as well as those in brokerage positions between larger social clusters. Contrary to initial hypotheses, local forms of brokerage held a negative association with WTC, suggesting the possible role of network closure. Results indicate that communicativeness is supported by tight-knit predictable exchanges, and by being in a position to influence the social diffusion of information.


2016 ◽  
Vol 33 (1) ◽  
pp. 22 ◽  
Author(s):  
Stephanie McNaughton ◽  
Kim McDonough

This exploratory study investigated second language (L2) French speakers’ service encounters in the multilingual se ing of Montreal, specifically whether switches to English during French service encounters were related to L2 speakers’ willingness to communicate or motivation. Over a two-week period, 17 French L2 speakers in Montreal submitted online questionnaires after they concluded service encounters that they had initiated in French. Their willingness to communicate in French was higher when the service provider did not switch to English; however, the frequency of English switches was not related to their general motivation to learn French. Possible reasons for language switches are explored, and pedagogical implications are highlighted. Ce e étude exploratoire porte sur des consultations qu’ont eues des locuteurs de français L2 dans le milieu plurilingue qu’est Montréal; plus précisément, les auteures se penchent sur la question de savoir si les transferts du français vers l’anglais pendant les consultations étaient liés à la volonté des locuteurs L2 à communiquer ou à la motivation. Au cours d’une période de deux semaines, 17 locuteurs de français L2 à Montréal ont complété des questionnaires en ligne après avoir eu des consultations qu’ils avaient initiées en français. Ils étaient plus motivés à communiquer en français quand le fournisseur de services ne passait pas à l’anglais; toutefois, la fréquence des transferts vers l’anglais n’était pas liée à leur motivation générale pour apprendre le français. Les auteures évoquent des raisons possibles pour le passage à l’anglais et en soulignent les répercussions pédagogiques. 


ReCALL ◽  
2014 ◽  
Vol 27 (1) ◽  
pp. 38-57 ◽  
Author(s):  
Hayo Reinders ◽  
Sorada Wattana

AbstractThe possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact does gameplay have on students’ perceptions of themselves as learners, and how does this affect their learning practice? These questions are important as they are likely to influence the success of digital game-based language learning, and as a result the way teachers might integrate games into the curriculum. In this study we investigated the experiences of five students who had participated in a fifteen-week game-based learning program at a university in Thailand. We conducted six interviews with each of them (for a total of 30 interviews) to identify what impact gameplay had in particular on their willingness to communicate in English (MacIntyre, Dörnyei, Clément & Noels, 1998). The results showed that gameplay had a number of benefits for the participants in this study, in particular in terms of lowering their affective barriers to learning and increasing their willingness to communicate. We discuss the implications of these results in terms of further research and classroom practice.


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