scholarly journals Relationship between Willingness to Communicate in English and Classroom Environment among Libyan EFL Learners

2020 ◽  
Vol 8 (2) ◽  
pp. 605-610
Author(s):  
Jamila Ali Wenis Aomr ◽  
Goh Hock Seng ◽  
Napisah Kapol
Keyword(s):  
Classroom Environment ◽  
Willingness To Communicate ◽  
Efl Learners

scholarly journals Indonesian EFL Learners’ Willingness to Communicate in the Instructional Context

2019 ◽  
Vol 4 (2) ◽  
pp. 215
Author(s):  
Suci Nugrah Amalia ◽  
Abdul Asib ◽  
Sri Marmanto
Keyword(s):  
Classroom Environment ◽  
Influential Factors ◽  
Willingness To Communicate ◽  
Survey Study ◽  
State Universities ◽  
Self Awareness ◽  
Classroom Context ◽  
Efl Learners ◽  
Self Confidence ◽  
Seating Arrangement

The principal goal of L2 education is to enhance learners’ willingness to communicate (WTC). Hence, this survey study was undertaken with the purpose of exploring Indonesian EFL learners’ WTC especially in a classroom context or the so-called Instructional WTC (IWTC) in order to know the conditions triggering their willingness and unwillingness to communicate using L2. This survey applied descriptive quantitative method where 100 EFL learners from three State Universities in Indonesia were involved as the respondents. The respondents are the English students of IAIN Curup Bengkulu, Universitas Sebelas Maret (UNS) Surakarta and Universitas Musamus Merauke Papua. Those universities represent three of five major islands in Indonesia. A questionnaire was distributed to the respondents in order to explore their WTC in six IWTC components comprising communicative self-confidence, integrative orientation, situational context of L2 use, topical enticement, learning responsibility, and off-instruction communication. The findings revealed that group size, classroom environment, students’ cohesiveness, familiarity to the topic, degree of topic preparation, classroom seating arrangement, gender, self-awareness, and familiarity with interlocutors were the factors that affected learners’ WTC. Further studies are highly recommended to deeply explore the teaching activities done by teachers by considering the influential factors of learners’ willingness and unwillingness to communicate as an effort to maximize their WTC.

scholarly journals Self-regulation and Locus of Control Predicting EFL Learners’ Willingness to Communicate

2018 ◽  
Vol 8 (8) ◽  
pp. 1094
Author(s):  
Shirin Arkavazi ◽  
Mania Nosratinia
Keyword(s):  
Locus Of Control ◽  
Internal Control ◽  
Quantitative Research ◽  
Self Regulation ◽  
Sampling Strategy ◽  
Willingness To Communicate ◽  
Efl Learners ◽  
Research Questions ◽  
Positive Correlations ◽  
Age Range

The purpose of this descriptive quantitative research was to systematically investigate the association among EFL learners' Self-Regulation (SR), Locus of Control (LC), and their Willingness to Communicate (WTC). To fulfill this purpose, 222 male and female EFL learners, within the age range of 20 to 32 (Mage = 26) were selected based on the convenience sampling strategy. These participants were asked to fill in three questionnaires, namely the English versions of the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), the Internal Control Index (Duttweiler, 1984), and the WTC Scale (McCroskey, 1992). Since the assumptions of normality of distribution were partially violated, the research questions were answered using parametric and non-parametric tests. The obtained results led the researchers to conclude that significant and positive correlations exist between SR and WTC, SR and LC, and LC and WTC. Furthermore, considering WTC the predicted variable, a regression analysis revealed that LC is a better predictor of WTC than SR. The study finally presents a discussion on the results and provides some implications for those engaged in EFL learning and instruction.

Sustaining Short-Term Exchange Students’ Willingness to Communicate in Second Language in Multilingual Classrooms

RELC Journal ◽  
2021 ◽  
pp. 003368822110355
Author(s):  
Fei Deng ◽  
Jian-E Peng
Keyword(s):  
Second Language ◽  
Classroom Environment ◽  
Qualitative Content Analysis ◽  
Willingness To Communicate ◽  
Exchange Students ◽  
Short Term ◽  
Speaking Up ◽  
Multilingual Classrooms ◽  
Oral Participation ◽  
Fitting In

This study explores changes in willingness to communicate in a second language (L2 WTC) inside multilingual classrooms among short-term exchange students. Data were collected from eight Chinese exchange students studying in three universities in Canada and two instructors teaching in one of these universities through in-depth interviews. Qualitative content analysis was conducted and three patterns of WTC changes were found: positive, negative, and no apparent changes. Three main factors underlying these changes were identified, which include students’ perceptions of values in speaking up, sense of fitting in, and classroom environment. The two instructors from the host university provided positive comments and supportive suggestions regarding international students’ L2 WTC and oral participation in multilingual classrooms. This study highlights the importance of sustaining short-term exchange students’ L2 WTC through concerted efforts from students and teachers for maximizing the effectiveness of study abroad programs.

The interplay of oral corrective feedback and L2 willingness to communicate across proficiency levels

2020 ◽  
pp. 136216882092896
Author(s):  
Mostafa Zare ◽  
Zohreh Gooniband Shooshtari ◽  
Alireza Jalilifar
Keyword(s):  
Corrective Feedback ◽  
Structured Interview ◽  
Willingness To Communicate ◽  
Efl Learners ◽  
Feedback Type ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
High Preference ◽  
Oral Corrective Feedback ◽  
The Impact

This study aims to explore the impact of oral corrective feedback types on English as a foreign language (EFL) learners’ willingness to communicate across proficiency levels. It also investigates how EFL learners view different types of feedback in relation to their willingness to communicate. Sixty Iranian EFL learners were tracked in four proficiency levels. Initially, the participants filled in a questionnaire to measure their attitudes to oral CF and their willingness to communicate. Subsequent to the teachers’ employment of explicit correction, recasts, and prompts, the learners’ willingness to communicate was measured anew. A semi-structured interview was also conducted. The results revealed learners’ high preference for prompts. A two-way mixed between-within ANOVA demonstrated a significant effect for both oral corrective feedback and proficiency level on willingness to communicate. Furthermore, elicitative types of feedback were ranked as the most contributory feedback type to L2 willingness to communicate.

Sign in / Sign up

Export Citation Format

Share Document