scholarly journals Critical Thinking and Willingness to Communicate among EFL Students

2017 ◽  
Vol 8 (2) ◽  
pp. 375
Author(s):  
Ahmad Yaghoubi
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Willingness To Communicate ◽  
Psychological Constructs ◽  
Argument Evaluation ◽  
Efl Students ◽  
Major Variable ◽  
Tehran Province ◽  
English Students ◽  
Determining Factor

The purpose of the study has been to determine the existence of any significant relationship between willingness to communicate as a determining factor in language learning and critical thinking and its psychological constructs. The five psychological levels of critical thinking are inference ability, recognizing assumption ability, deduction ability, interpretation ability and argument evaluation ability. There were two instruments implemented so as to obtain as valid data as possible. First, Willingness to Communicate Questionnaire (WTCQ) was adapted from MacIntyre, Baker, Clément and Conrod (2001) to measure students’ willingness to communicate. The second instrument was Critical Thinking Questionnaire (CTQ) which was adapted from Watson & Glaser (1994), and it was intended to gauge critical thinking and the related psychological constructs. The sample of the study included 360 BA English students who were selected based on the multistage random sampling from the English students at Islamic Azad University branches of Tehran province. The research has been conducted based on a descriptive correlational study which resulted in the existence of significant positive correlation between all psychological levels of critical thinking and willingness to communicate. Moreover, critical thinking as a major variable was also found significantly correlated with willingness to communicate.

scholarly journals Enhancing Critical Thinking Through Calla In Developing Writing Ability Of EFL Students

2019 ◽  
Vol 6 (11) ◽  
pp. 302-313
Author(s):  
Hery Yufrizal
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Academic Language ◽  
Control Group ◽  
Learning Approach ◽  
Writing Achievement ◽  
Writing Ability ◽  
English Writing ◽  
Efl Students ◽  
Experimental Group

The objectives of this research are firstly to investigate the application of Cognitive Academic Language Learning Approach in improving students’ English writing ability andsecondly to answer what factors influence the students’ writing performance. The subjects of the research were the students of senior high schools in Indonesia consisting of a group of students as experimental group and as control group. The results showed that students improved their writing after they were involved in Cognitive Academic Language Learning Actvitities. Furthermore, the study also showed that levels of students’ critical thinking did not any significant effects toward their writing achievement  

scholarly journals The Relationship between Critical Thinking and EFL Learners’ Speaking Ability

2016 ◽  
Vol 9 (6) ◽  
pp. 189
Author(s):  
Raana Ramezani ◽  
Ebrahim Ezzati Larsari ◽  
Mohammad Aghajanzadeh Kiasi
Keyword(s):  
Critical Thinking ◽  
English Learners ◽  
Research Question ◽  
Efl Learners ◽  
Speaking Test ◽  
Multiple Choice Item ◽  
Efl Students ◽  
Critical Thinker ◽  
English Students ◽  
The Relationship

<p>The current study sought to investigate the relationship between critical thinking and speaking ability among EFL students at Payame Noor University (PNU) of Rasht. This research concerned determining the fact that whether language students who are as critical thinker, perform better in their speaking ability or not. In order to answer the research question and test the hypothesis, 100 PNU English students were selected by applying IELTS speaking test as the samples of this study. Then in order to figure out critical and uncritical learners, Lauren Starkey Critical Thinking Test including 30-multiple choice item was administered to the participants. After that, based on the obtained data and due to lack of normal distribution, Spearman non-parametric correlation was employed. The findings of the current study revealed a significant correlation coefficient among these two major variables. In fact, those English learners who were recognized as critical thinkers performed better in their speaking.</p>

scholarly journals Is Willingness to Communicate Associated With More Positive Online Chat Experiences?

2020 ◽  
Vol 42 (2) ◽  
pp. 103
Author(s):  
Charles Mueller ◽  
Allen Walzen
Keyword(s):  
Language Learning ◽  
English Proficiency ◽  
Willingness To Communicate ◽  
Online Chat ◽  
Learning Platform ◽  
L2 Learners ◽  
Efl Students ◽  
Survey Results

Willingness to Communicate (WTC) has been put forth as a model (MacIntyre et al., 1998) of situations and attitudes that facilitate L2 learners’ openness to opportunities for L2 use and concomitant behaviors. In the current study, this model’s criterion-related validity was examined through a comparison of WTC survey results with results of a subsequently administered survey regarding the online chat experiences of Japanese and Taiwanese learners of English. The participants (N = 190) were Japanese and Taiwanese EFL students who took part in an online chat program, in class and/or as homework. Results showed a consistent association between WTC components and participants’ perception that the chats had been useful in promoting English proficiency as well as knowledge and interest in their chat partner’s culture. The study suggests that WTC may serve as a valuable construct for predicting learners’ perceptions of telecollaboration as a language-learning platform. Willingness to Communicate（以下，WTCと略す）は、第二言語学習者の第二言語の使用やそれに付随した行動の機会に対する開放性を促す状況および態度のモデルとして提唱されてきた（MacIntyre et al., 1998）。本研究では、日本人・台湾人英語学習者のWTCの調査結果とオンライン・チャット体験に関する事後調査結果の比較を通して、当該モデルの基準関連妥当性を調査した。被験者（N = 190）は外国語として英語を学ぶ日本人・台湾人学生のうち、授業中または宿題としてオンライン・チャット・プログラムに参加した者である。その結果、英語の習熟ならびにチャット相手の文化に関する知識・興味の深化にチャットが有効だったという参加者の認識とWTCの構成要素との間に一貫した関連を認めた。本研究は，言語学習のプラットフォームとしてのテレコラボレーションに対する学習者の認識を推測するのにWTCが価値ある構成概念として利用できる可能性を示唆した。

scholarly journals Turkish EFL Learners' Willingness to Communicate in L2 and Motivation

2018 ◽  
Vol 6 (11a) ◽  
pp. 181
Author(s):  
Cennet Altiner
Keyword(s):  
Language Learning ◽  
Linear Regression Analysis ◽  
Willingness To Communicate ◽  
Classroom Context ◽  
Efl Learners ◽  
Efl Students ◽  
Orientation Scale ◽  
One Year ◽  
The One ◽  
The Relationship

Willingness to communicate in a second language has become an important area of research recently. However, different factors which influence learners' willingness to communicate have not been widely investigated in the Turkish classroom context. Motivation is considered as an important factor which has a direct influence on learners' willingness to communicate. Thus, this study will look into the relationship between English as a foreign language (EFL) learners' willingness to communicate (WTC) in Turkish EFL context and their motivation about English learning through the participation of 106 EFL students who were registered in the one-year preparatory school at Usak University, Turkey. Language Learning Orientation Scale and Willingness to Communicate Scale were adopted for the study. Descriptive statistics and simple linear regression analysis were carried out to find out the relationship between WTC and motivation. Findings indicated that participants were somewhat willing to communicate and there was a significant correlation between learners' WTC and motivation. The findings of this study is useful in terms of the pedagogical and theoretical implications which emphasize the role of motivation in encouraging L2 learners' willingness to communicate.

scholarly journals The Role of Nested Systems in EFL Students' Willingness to Communicate (WTC) and Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Lingang Gu ◽  
Pingping Sun
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Willingness To Communicate ◽  
Research Trend ◽  
Interpersonal Processes ◽  
Dynamic System Theory ◽  
Complex Process ◽  
Efl Students ◽  
The Many

Language learning is a complex process with many intrapersonal and interpersonal processes which are nested within smaller systems, themselves. Willingness to communicate (WTC) and engagement of students are two of the many complicated, multifaceted, and dynamic variables in L2 learning that have mostly been explored via quantitative, correlational, and one-shot methodologies. However, such a research trend provided only a snapshot of variables of second language acquisition (SLA) nature and dynamism. Against this shortcoming, this study aims to present the conceptualizations, applications, and implications of complexity dynamic system theory for investigating L2 earner-psychology variables, especially WTC and engagement. In doing so, the definitions, dimensions, and key properties of the two constructs were explained. In the end, a series of research gaps, implications, and future directions are suggested for future researchers in this territory.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

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