scholarly journals Affective variables contributing to Indonesian EFL students’ willingness to communicate within face-to-face and digital environments

2021 ◽  
Vol 8 (1) ◽  
pp. 1911282
Author(s):  
Herri Mulyono ◽  
Regitha Saskia
Keyword(s):  
Willingness To Communicate ◽  
Face To Face ◽  
Digital Environments ◽  
Affective Variables ◽  
Efl Students

Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings

2019 ◽  
Vol 24 (6) ◽  
pp. 813-833 ◽  
Author(s):  
Ju Seong Lee ◽  
Kilryoung Lee
Keyword(s):  
Risk Taking ◽  
Willingness To Communicate ◽  
Hierarchical Regression ◽  
Speaking Anxiety ◽  
Affective Factors ◽  
Self Confidence ◽  
L2 Speaking ◽  
Affective Variables ◽  
Efl Students ◽  
Intercultural Experiences

This quantitative study examines whether and to what extent affective factors (i.e. motivation, self-confidence, risk-taking, L2 speaking anxiety, and grit) and virtual intercultural experiences are linked to willingness to communicate in a second language (L2 WTC) in in-class, out-of-class, and digital settings. Participants included 176 Korean undergraduate and graduate students of English as a foreign language (EFL). After adjusting for demographic factors, hierarchical regression analyses revealed three major results: first, those with higher levels of L2 motivation and grit as well as a lower level of L2 speaking anxiety had higher L2 WTC inside the classroom. Second, students who majored in English and had higher levels of L2 self-confidence and risk-taking had higher L2 WTC outside the classroom. Third, individuals who were younger, had a higher level of L2 self-confidence and engaged more frequently in virtual intercultural experiences had higher L2 WTC in digital settings. Results suggest that demographic and affective variables as well as involvement in virtual intercultural activities play distinct roles in influencing EFL students’ WTC in three different L2 communication contexts. Based on these findings, this study provides pedagogical suggestions for L2 practitioners.

scholarly journals Investigating the Impact of EFL Students’ Misuse of Prosodic Features on their Face-to-face Interactions from University Instructors’ Perspectives

2021 ◽  
Vol 5 (1) ◽  
pp. 50-64
Author(s):  
Bahram Sattar Abdulrahman
Keyword(s):  
Kurdistan Region ◽  
Prosodic Features ◽  
Face To Face ◽  
Iraqi Kurdistan ◽  
University Instructors ◽  
The Face ◽  
Efl Students ◽  
The University ◽  
The Impact ◽  
Special Classes

The present study aims at investigating the use of prosodic features by Kurdish EFL undergraduates in their face-to-face interactions inside/outside the classroom from the university instructors’ perspectives. The study hypothesizes that the majority of Kurdish EFL undergraduates are not fully aware of the fact that any misuse of prosodic features would probably affect the emotions, feelings, and attitudes that the face-to-face interaction is intended to convey. Building on an analysis of a questionnaire given to 54 university instructors at 10 Iraqi Kurdistan Region different universities, the study concludes that the majority of problems the students face can be related to the misuse of stress, intonation, and other prosodic features. Therefore, EFL instructors should pay more attention to make students learn how to use prosodic features and enable them to send messages adequately while engaging in face-to-face interactions. This would require special classes about prosodic features so that EFL students can overcome the misuse they have in face-to-face communication. This is inevitable because accuracy and fluency in communication require EFL students to master both features: segmental and suprasegmental. The reason behind this necessity could be attributed to the fact that broken and/or incorrect pronunciation can be considered as one of the most prominent factors behind misunderstandings in communication.

scholarly journals Affective Variables from the Applied Linguistics Perspective: A Study of the Saudi Undergraduate Students Majoring in English Language

2020 ◽  
Vol 8 (1) ◽  
pp. 70
Author(s):  
Khaled Elkotb Mahmoud Elshahawy
Keyword(s):  
Language Acquisition ◽  
Undergraduate Students ◽  
English Language ◽  
Structured Interview ◽  
Influential Factors ◽  
Willingness To Communicate ◽  
English Language Acquisition ◽  
Self Confidence ◽  
Study Results ◽  
Affective Variables

The present study aimed at indicating the effect of the affective variables (motivation, attitude, self-confidence and willingness to communicate) on the acquisition and learning of English language among the students of Languages and Translation Departments in the Kingdom of Saudi Arabia. The study participants were 40 students (20 males and 20 females) from the students specialized in English language. The study used three instruments: The semi-structured interview, affective variables questionnaire (AVQ) and English language proficiency observation checklist (ELPOC). The study adopted the quasi-experimental design mixed with the qualitative interpretation. The study employed the correlational analysis and the simple liner regression to indicate the relationship between the independent and dependant variables. The findings of the study showed that there is a positive significant relationship between the affective variables (motivation, attitude, self-confidence and willingness to communicate) and the process of English language acquisition as a second language. The study also demonstrated that the most influential factors in the learners' English language acquisition process is their willingness to communicate. Recommendations and suggestions based on the study results were directed to the L2 (EFL/ESL) instructors and all the specialists in English language acquisition and learning.

Understanding willingness to communicate in L2 between Korean and Taiwanese students

2019 ◽  
pp. 136216881989082
Author(s):  
Ju Seong Lee ◽  
Kilryoung Lee ◽  
Jun Chen Hsieh
Keyword(s):  
Foreign Language ◽  
Qualitative Data ◽  
Teaching Practice ◽  
Institutional Support ◽  
Willingness To Communicate ◽  
Korean Students ◽  
Speaking Anxiety ◽  
L2 Speaking ◽  
Efl Students

This study examined Korean ( n = 143) and Taiwanese ( n = 261) EFL students’ willingness to communicate in a second language (L2 WTC) in in-class, out-of-class, and digital settings. Follow-up interviews ( n = 20) were also conducted to identify factors that might have influenced their L2 WTC. Results showed that Korean and Taiwanese participants scored lowest on L2 WTC inside the classroom. The qualitative data suggest that L2 speaking anxiety might have equally influenced both groups’ L2 WTC. Additionally, while Korean students scored higher on L2 WTC outside the classroom than Taiwanese students, the Taiwanese scored higher on L2 WTC in digital settings than did the Koreans. The qualitative data revealed that these discrepancies might have been influenced by English environment and teaching practice. These findings suggest that East Asian learners of English as a foreign language (EFL) can become more willing to communicate when sufficient opportunities for English use are provided through instructional and institutional support.

Learner Autonomy and Vocabulary Development for Saudi University Female EFL Learners: Students’ Perspectives

2019 ◽  
Vol 11 (1) ◽  
pp. 166
Author(s):  
Norah Mansour Almusharraf
Keyword(s):  
English Language Learners ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Sense Of Self ◽  
Vocabulary Development ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Face To Face ◽  
Efl Students

This qualitative case study examined how female English language learners in the Kingdom of Saudi Arabia (KSA) realize learner autonomy, especially in the context of the learner’s meaning development via purposeful vocabulary acquisition. EFL students’ perceptions and applications of autonomous learning strategies for the purpose of English vocabulary development were investigated, as well as their adapted methods for learning English. Data collection included face-to-face semistructured interviews of 8 students from two different classrooms, classroom observations, participants’ reflections on specific English coursework, and English learning autobiographies. The findings revealed the students’ appreciation of the English language and showed how various autonomous learning methods developed their sense of self-possession.

scholarly journals Foreign Language Anxiety and Communicative Performance

2020 ◽  
Vol 3 (1) ◽  
pp. 199-207
Author(s):  
Atta M. Hamamorad
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Structural Equation ◽  
Target Population ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Face To Face ◽  
Communicative Performance ◽  
Language Classroom ◽  
Efl Students

The current study investigates foreign language anxiety among Kurdish EFL students and its consequences on their communicative performance. An investigative quantitative approach was used to conduct this study. A Total number of two hundred (200) EFL learners with different language proficiency levels from three different universities; University of Halabja and Sulaimani university in Iraqi Kurdistan Region, and University of Kurdistan in Iran, were selected to participate in this study. For the purpose of obtaining necessary information and data, a face-to-face assessment, in small groups of 4 was conducted during students’ class time in which their communicative performance based on accuracy, fluency, vocabulary, and pronunciation was evaluated and recorded. Additionally, Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was adapted and the target population were requested to respond to the statements presented in the questionnaire. The findings of the research taken from a structural equation modelling (SEM) indicated that all components of Communicative Performance were in a negative and significant correlation with anxiety.

scholarly journals Willingness to Communicate from Indonesian Learners’ Perspective

2018 ◽  
Vol 3 (2) ◽  
pp. 168
Author(s):  
Eka Fadilah
Keyword(s):  
Individual Differences ◽  
Cultural Context ◽  
English Proficiency ◽  
Willingness To Communicate ◽  
Linguistic Competence ◽  
Classroom Discussion ◽  
Naturalistic Inquiry ◽  
Classroom Communication ◽  
Classroom Context ◽  
Face To Face

The present study is aimed at investigating dynamic complex systems and sub-systems underlying students’ willingness to communicate (WTC) in the classroom context. The fact that students’ reticence still arises during the classroom discussion until to date. It is insufficient to see students’ willingness to communicate from a single perspective. Seen from dynamic complex theory, the present study postulates the systems and sub-systems underlying students’ willingness to communicate in L2 that are dynamic and interconnected one to another. I conducted a naturalistic inquiry by investigating eight Indonesian university students (4 low English proficiency students and 4 high English proficiency students). A number of research instruments (face to face interview, online interview, and students’ log) were used to collect the data with regard to the students’ participation in the classroom. The finding reveals that classroom systems such as social and classroom context, linguistic competence, individual differences, and cultural context affect participants’ WTC in L2. Those systems encompass some sub-systems interacting and interconnecting one to another that affect classroom communication in second language.

scholarly journals Online Interactive Communication via Academic Blogging Activities Among Indonesian EFL Students

2019 ◽  
Vol 1 (2) ◽  
pp. 46-54
Author(s):  
Shella Shafira Lubis ◽  
Budianto Hamuddin
Keyword(s):  
Social Media ◽  
Knowledge Construction ◽  
Language Function ◽  
Interactive Communication ◽  
Dominant Type ◽  
Face To Face ◽  
Qualitative Descriptive ◽  
Efl Students ◽  
Research Students ◽  
Descriptive Method

Indonesian people in the conversation using English in many ways, such as face to face and social media. The purpose of this research is to identify students' online interactive communication in their blog's comment. It focuses among students as Indonesian EFL students in Morphology class in Universitas Lancang Kuning (Unilak). This study also eager to know what type of language function and phase of knowledge construction on students blogging activities on selected IT platform classroom, i.e. Morphology course. The method employ in this research is a qualitative descriptive method. This study did take the comments' blog of all students in Morphology class. Then This study analyzed those comments. The result of this research, students, showing some dominant type in Knowledge Construction, i.e., Sharing and Comparing of opinion in Blog The present study also reveals the use of Expressing and Supporting Opinions as the dominant types in Language Function.

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