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.

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.

scholarly journals Effects of affective variables and willingness to communicate on students’ English-speaking performance in Thailand

2022 ◽  
Vol 9 (1) ◽  
pp. 45-61
Author(s):  
Budi Waluyo ◽  
Rahmah Bakoko
Keyword(s):  
Undergraduate Students ◽  
Willingness To Communicate ◽  
Target Language ◽  
Hierarchical Regression ◽  
Self Confidence ◽  
Thai Students ◽  
Affective Variables ◽  
English Speaking ◽  
Speaking Performance ◽  
Positive Correlations

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. 

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.

scholarly journals Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language

2019 ◽  
Author(s):  
Ju Seong Lee ◽  
Nur Arifah Drajati
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Current Knowledge ◽  
Willingness To Communicate ◽  
Computer Assisted ◽  
Digital Learning ◽  
Affective States ◽  
Self Confidence ◽  
Language Communication ◽  
Affective Variables

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.

The Relationships Among Adult Affective Factors, Engagement in Science, and Scientific Competencies

2016 ◽  
Vol 67 (1) ◽  
pp. 30-47 ◽  
Author(s):  
Chun-Yen Tsai ◽  
Yuh-Yuh Li ◽  
Ying-Yao Cheng
Keyword(s):  
Regression Analysis ◽  
Demographic Variable ◽  
Explanatory Power ◽  
Hierarchical Regression ◽  
Face To Face ◽  
Affective Factors ◽  
Interest In Science ◽  
Self Confidence ◽  
The Relationship ◽  
Scientific Competencies

This study investigated the relationship among adult affective factors, engagement in science, and scientific competencies. Probability proportional to size sampling was used to select 504 participants between the ages of 18 and 70 years. Data were collected through individual face-to-face interviews. The results of hierarchical regression analysis showed that while controlling demographic variable factors, science-related affective factors held explanatory power for scientific competencies. Among those factors, the explanatory power of self-efficacy was the greatest, followed by enjoyment and interest in science. While controlling antecedent factors, engagement in science held explanatory power for scientific competencies. It is suggested that improving affective factors and engagement in science may enhance adult scientific competencies. In terms of adult education, this study suggests that with more accessible science resources, adults may have the potential to trigger their interest, increase their self-confidence, and engage themselves in scientific issues.

scholarly journals Willingness to Communicate in English among Iranian EFL Students

2016 ◽  
Vol 9 (5) ◽  
pp. 33 ◽  
Author(s):  
Mohammad Aliakbari ◽  
Mohsen Kamangar ◽  
Reza Khany
Keyword(s):  
Foreign Language ◽  
Structural Equation ◽  
Willingness To Communicate ◽  
Equation Modeling ◽  
Self Confidence ◽  
Modeling Analysis ◽  
Proposed Model ◽  
Efl Students ◽  
International Posture ◽  
Made In

<p>Much has been written on the determinants that can expedite or hinder learners’ willingness to communicate in second and foreign language contexts. Though the literature is abundant with studies on many of these variables, little if any can be found to have targeted EFL students of private institutes in Iran. An effort was made in this study to examine the simultaneous impact of anxiety, self-confidence, communicative competence, and international posture on 194 Iranian EFL students’ willingness to communicate. To this end, a structural equation modeling analysis was used to examine the proposed model of the study. The results revealed that students’ willingness to communicate is directly related to their attitude toward the international community, their perceived linguistic competence and self-confidence. The study concludes with certain pedagogical implications.</p>

scholarly journals The Correlation between Speaking Anxiety, Self-Confidence, and Speaking Achievement of Undergraduate EFL Students of Private University in Palembang

2018 ◽  
Vol 6 (4) ◽  
pp. 35
Author(s):  
Gaya Tridinanti
Keyword(s):  
Foreign Language ◽  
Private University ◽  
The Self ◽  
Speaking Anxiety ◽  
Self Confidence ◽  
Language Classes ◽  
Efl Students ◽  
High Level ◽  
Correlation Design ◽  
And Training

Speaking in a foreign language can be influenced by such psychological aspects as anxiety and self-confidence. The students who have high level of anxiety, worry, fear and low level of self-confidence in foreign language classes may have difficulties in developing their speaking ability. The objective of this research was to find out whether there was a significant correlation between students’ speaking anxiety, self-confidence, and their speaking achievement. The research used correlation design. The data were collected through interviews that were scored by two raters and two questionnaires that were administered to fifth semester students (n = 28) from a Teacher and Training Faculty in Indonesia. The data were analyzed using descriptive and correlational analysis. The results indicated that speaking anxiety has no significant correlation with speaking achievement. Self-confidence has a significant correlation with speech achievement (p = .01). That is, students with self-confidence have higher achievement. So, it is important for teachers and lecturers to encourage students and practice speaking English in front of class, especially to improve the self-confidence when the students are communicating in English.

Adult Chinese as a Second Language Learners' Willingness to Communicate in Chinese: Effects of Cultural, Affective, and Linguistic Variables

2017 ◽  
Vol 120 (3) ◽  
pp. 423-442 ◽  
Author(s):  
Meihua Liu
Keyword(s):  
Second Language ◽  
Length Of Stay ◽  
Language Learners ◽  
Second Language Learners ◽  
Willingness To Communicate ◽  
Anxiety Scale ◽  
Linguistic Variables ◽  
Speaking Anxiety ◽  
Proficiency Level ◽  
Chinese Learning

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.

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