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.

scholarly journals Self-Efficacy and Self-Regulation as the Predictors of Use of Oral Communication Strategies in EFL Contexts

2018 ◽  
Vol 7 (4) ◽  
pp. 14
Author(s):  
Hamideh Abbasi ◽  
Mania Nosratinia
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Communication Strategies ◽  
Self Regulation ◽  
Sampling Strategy ◽  
Oral Communication ◽  
Unique Contribution ◽  
Efl Learners ◽  
Age Range ◽  
The Relationship

The present study aspired to systematically investigate the relationship among EFL learners’ Self-Regulation (SR), Self-Efficacy (SE), and their Use of Oral Communication Strategies (UOCS). To this end, 367 male and female undergraduate students, within the age range of 20 to 30 (Mage = 25) were selected based on convenience sampling strategy. They were asked to fill in three questionnaires, namely the Oral Communication Strategies Inventory (Nakatani, 2006), the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), and the SE Questionnaire (Sherer, Maddux, Mercadante, Prentice-Dunn, Jacobs, & Rogers, 1982). Both parametric and non-parametric formulas were conducted to inspect the significance of the relationships. The results revealed that there was a significant and positive correlation between SR and UOCS, SE and UOCS, and SE and SR. Furthermore, a regression analysis revealed that only SR makes a strong statistically significant unique contribution to predicting UOCS (β = 0.682, t = 15.3, p = 0.0005). SE did not turn out to be a significant predictor of UOCS scores. The study concludes with a discussion on the obtained results followed by presenting some implications for EFL teachers, learners, and syllabus designers.

scholarly journals Self-Efficacy and Critical Thinking as the Predictors of Autonomous Language Learning in EFL Contexts

2017 ◽  
Vol 7 (1) ◽  
pp. 64
Author(s):  
Mania Nosratinia ◽  
Faranak Amiri Hossaini
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Self Efficacy ◽  
Rank Order ◽  
Sampling Strategy ◽  
Unique Contribution ◽  
Efl Learners ◽  
Efl Teachers ◽  
Age Range ◽  
The Relationship

The thrust of the present study was to systematically investigate the relationship between EFL learners' Self-Efficacy (SE), Critical Thinking (CT), and their Autonomy (AU). To this end, 196 male and female EFL learners, within the age range of 20 to 30 (Mage= 25) were selected based on convenience sampling strategy. They were asked to fill in three questionnaires, namely Sherer, Maddux, Mercadante, Prentice-Dunn, Jacobs, and Rogers' SE Scale (1982), Honey's CT questionnaire (2000), and Zhang and Li's Learner AU questionnaire (2004). Since the assumptions of normality of distribution were violated for the scores of AU and SE, in order to find out the relationships among the variables, the non-parametric Spearman Rank Order Coefficient of Correlation was conducted. The results revealed that there was a significant and positive correlation between AU and CT, AU and SE, and CT and SE. Furthermore, a regression analysis revealed that SE has the largest β coefficient (β = 0.519, t = 7.65, p = 0.0005). This is to say that SE makes the strongest statistically significant unique contribution to explaining AU. CT turned out to be the second significant predictor of AU scores (β = 0.186, t = 2.75, p = 0.007). The study concludes with a discussion on the obtained results followed by presenting some implications for EFL teachers, learners, and syllabus designers.  

scholarly journals Hubungan antara Internal Locus of Control dengan Minat Berwirausaha Alumni Pelatihan Bordir di LKP Muslimah Group

2018 ◽  
Vol 6 (1) ◽  
pp. 39-53
Author(s):  
Anggun Kurnia Sari ◽  
Wirdatul Aini ◽  
Jalius Jalius
Keyword(s):  
Locus Of Control ◽  
Data Collection ◽  
Internal Control ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Internal Locus ◽  
Analysis Techniques ◽  
Internal Locus Of Control ◽  
City Group ◽  
Cluster Random Sampling

This research is motivated by the low interest of entrepreneurship of alumni of embroidery training at Lembaga Kursus Pelatihan (LKP) Muslimah Group of Solok City. This is allegedly due to lack of internal locus of control of embroidery alumni training. The purpose of this study is to describe (1) internal locus of control of embroidery alumni training, (2) interest in entrepreneurship of embroidery training alumni, and (3) relationship between internal locus of control with interest in entrepreneurship of embroidery training alumni. This type of research is correlational quantitative research. The population in this study amounted to 60 people and a sample of 30 people. The sampling technique uses cluster random sampling. Data collection techniques in this study in the form of questionnaires, while data collection tools using questionnaires. Data analysis techniques using the formula percentage and product moment. The result of research shows that: (1) Locus of internal control of embroidery alumni is still low, (2) Interest in entrepreneurship of alumni of low embroidery training, and (3) There is a significant relationship between internal locus of control with entrepreneurship interest alumni embroidery training in LKP Muslimah Solok City Group.

scholarly journals The Study of EFL Learnersʹ Perception of Using E-learning and Self-Regulation in English classrooms: Teachers, intermediate and advanced learners′ attitude

2020 ◽  
Author(s):  
Marzie Faridi
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Self Regulation ◽  
Cluster Sampling ◽  
Advanced Learners ◽  
Efl Learners ◽  
English Classrooms ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Convenience Sampling

Abstract E-learning and self-regulation are kinds of autonomous learning. Some researchers have long been interested in E-learning and self-regulation. The purpose of this article is to study the EFL learnersʹ perception of using E-learning and self-regulation in English classrooms. A quantitative research method was used for 360 intermediate, advanced learners and 34 teachers. Cluster sampling and convenience sampling method in order used for EFL learners and the teachers. Data gathered for six weeks in Zanjan English language institutes. The questionnaires were about advantages and disadvantages of e-learning and participants' perception on self-regulation capabilities by Likert scale that gave to the learners and teachers. Between group and within group investigated for both groups of participants. In general the results show the learnersʹ positive attitude toward using self-regulation and advantages of E-learning in English classrooms. The results imply the learnersʹ autonomy in learning process, and the teachers can control it by learnersʹ attitude.

scholarly journals Investigating Tertiary Level EFL Learners’ Willingness to Communicate in English

2018 ◽  
Vol 11 (3) ◽  
pp. 78 ◽  
Author(s):  
Tutku Basoz ◽  
Ismail Hakki Erten
Keyword(s):  
Data Collection ◽  
Research Design ◽  
Quantitative Research ◽  
Willingness To Communicate ◽  
Tertiary Level ◽  
Efl Learners ◽  
Tourism Management ◽  
Significant Difference ◽  
Data Collection Instrument ◽  
Practical Recommendations

The present study aimed to investigate Turkish EFL learners’ perceived levels of willingness to communicate (WTC) in English inside and outside the classroom. The study also aimed to explore whether there is a statistically significant difference between their in-class WTC in English and out-of-class WTC in English. The study, which employed a quantitative research design, was conducted with the participation of 701 EFL learners enrolled in the departments of Tourism Guidance and Tourism Management at Balıkesir University Faculty of Tourism located in Balıkesir, Turkey. The data collection instrument included a scale which measures the participants’ perceived levels of WTC in English. The data were analyzed descriptively through IBM SPSS 21. The findings of the study indicated that EFL learners have a moderate level of WTC in English. The findings also showed that there was a statistically significant difference between the participants’ perceived levels of their in-class WTC in English and their out-of-class WTC in English. It was found that they are more willing to communicate in English outside the classroom than they are inside the classroom. In the light of the findings, some practical recommendations were also noted.

scholarly journals Taiwanese EFL learners’ English proficiency, intercultural competence, and willingness to communicate

2021 ◽  
Vol 11 (2) ◽  
pp. 227-249
Author(s):  
Cathleen Wijaya Miauw ◽  
Yi-Huey Guo
Keyword(s):  
Intercultural Competence ◽  
Quantitative Research ◽  
English Proficiency ◽  
Communication Apprehension ◽  
Willingness To Communicate ◽  
Language Teachers ◽  
Efl Learners ◽  
Relationship Of ◽  
Different Cultures ◽  
The Relationship

Although issues on intercultural competence and willingness to communicate have been largely studied, most studies focused on learners’ personality traits, motivation, or communication apprehension as affected factors. The significant relationship between intercultural competence, willingness to communicate, and learners’ English proficiency was less addressed. This study hereby examined the relationship of these three. It drew on quantitative research by employing a questionnaire to 409 Taiwanese college freshmen studying at one Taiwanese university (216 high- & 193 low-English-proficiency). A printed questionnaire of fifty-two items with the use of the five-point Likert-scale was adopted. The result showed significant differences between high- and low-proficiency students’ intercultural competence and willingness to communicate. Students of high English proficiency showed more intercultural competence and willingness to communicate. They demonstrated sophistication in operating their skills of intercultural competence and were more confident in communicating with people of different cultures in English. This study also found that learners’ growth of intercultural competence and willingness to communicate were interconnected per se; this interconnectedness was evident on both high- and low-proficiency groups. This study adds new threads to relevant studies and suggests that language teachers seek ways to enhance their students’ intercultural competence and willingness to communicate.

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