The effects of using Vlogs for language learning on EFL learners’ communicative self-confidence and willingness to communicate

2021 ◽  
Vol 27 (2) ◽  
pp. 137-155
Author(s):  
Seunghee Jin
Keyword(s):  
Language Learning ◽  
Willingness To Communicate ◽  
Efl Learners ◽  
Self Confidence

Examining fluctuations in the WTC of Japanese EFL speakers: Language proficiency, affective and conditional factors

2020 ◽  
pp. 136216882097782
Author(s):  
Rintaro Sato
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Willingness To Communicate ◽  
Complex Nature ◽  
Efl Learners ◽  
Self Confidence ◽  
Stimulated Recall ◽  
Sense Of Security

Willingness to communicate (WTC), which plays a crucial role in second or foreign language learning, has a dynamic and complex nature, fluctuating during communicative events. This study examines how the situational WTC of four Japanese speakers of English as a foreign language (EFL) emerges and fluctuates, focusing on the roles of language proficiency and affective and conditional factors. Low-intermediate and advanced speakers were engaged in an interactive, communicative activity with an interlocutor. All utterances were recorded, transcribed, and analysed and combined with the qualitative data from participants’ self-ratings and a stimulated recall interview after the activity to assess fluctuations in WTC. The findings indicate that levels of WTC are influenced differently between low-intermediate and advanced speakers. Although the WTC of all speakers was negatively affected when they sensed a lack of English proficiency, low-intermediate speakers were affected by interest in the topic, influence of interlocutors on sense of security, and self-confidence, while opportunity to talk about oneself and one’s opinions contributed to the WTC of advanced speakers. It is suggested that teaches of EFL should be considerate of these factors that can affect EFL learners’ WTC.

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.

The Relationship between Willingness to Communicate and Vocabulary Learning Strategies among Iranian EFL Learners

2017 ◽  
Vol 7 (11) ◽  
pp. 1119
Author(s):  
Amir Marzban ◽  
Mojgan Firoozjahantigh
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Willingness To Communicate ◽  
Language Teachers ◽  
Review Of Literature ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Vocabulary Learning Strategies ◽  
The Relationship

Two of the variables apparently contributing to the processes of EFL achievement are Willingness to Communicate (WTC) and Vocabulary Learning Strategies (VLS). They seem to be fundamental among Iranian EFL learners due to the fact that semantics and its backbone—vocabulary—as well as the incentive or motivation, Willingness to Communicate (WTC)—influence the progress and improvement of the proficiency of Iranian EFL learners. Moreover, the review of literature clarifies the fact that few studies have tried to open up the relationship between these two variables, i.e. WTC and VLS. Hence, the present study explored the relationship between the WTC and VLS among Iranian EFL learners. Based on this, 137 intermediate Iranian EFL learners who were studying in a language institute in Tehran were selected as the participants of the study. They were asked to fill out two questionnaires including WTC and VLS. The finding indicated that there is a significant correlation between the two variables. The study provided some pedagogical implications for those who are concerned with language learning and teaching including language teachers, teacher trainers, syllabus designers, and EFL learners.

scholarly journals Selected Determinants of Pronunciation Anxiety

2021 ◽  
Vol 21 (1) ◽  
pp. 93-113
Author(s):  
Małgorzata Baran-Łucarz ◽  
Jang Ho Lee
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Detrimental Effect ◽  
Foreign Language Learning ◽  
Willingness To Communicate ◽  
Target Language ◽  
Foreign Languages ◽  
Self Assessment ◽  
Efl Learners ◽  
Studying Abroad

Empirical research shows that language anxiety has a detrimental effect on foreign language learning and its use. Several studies suggest that anxiety related to mastering and using foreign languages is skill-specific. This study examined pronunciation anxiety and attempted to determine its significant correlates. The included factors ranged from learning experiences with native-speaking teachers, previous studying abroad experience, and enjoyment of learning the target language, to willingness to communicate in the target language. A questionnaire was administered to two groups of EFL learners of different majors and different self-perceived levels. Hierarchical multiple regression analyses for both groups showed that willingness to communicate in English was the strongest determinant of pronunciation anxiety, while foreign language enjoyment the second meaningful correlate, but only in the case of the group whose self-assessment of general proficiency in English was lower.

scholarly journals The Comparative Effect of Audio-taped Homework/Feedback and Written Homework/Feedback on EFL Learners’ Willingness to Communicate

2018 ◽  
Vol 7 (6) ◽  
pp. 112
Author(s):  
Zeinab Ghasemi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Willingness To Communicate ◽  
Comparative Effect ◽  
Private Institution ◽  
Efl Learners ◽  
Class Time ◽  
The Subject ◽  
Indispensable Tool ◽  
The Way

Willingness to communicate emerges as a concept to account for an individual’s personality orientation and readiness toward talking and entering into discourse with a specific person and a particular time (McCroskey & Baer 1985; McCroskey & Richmond 1991). This is also valued in language learning as a crucial goal and achievement. Moreover an indispensable tool for stepping forward in the subject is a form of learnt activities reactivation during out-of-class time, which is called homework (Paudel, 2012). This is considered as a vehicle through which language learners reach the planned academic achievements faster (Amiryousefi, 2016). Two well-known subcategories of homework are seen as audio-taped and written ones. The use of audio homework comments (through MP3 files) versus written homework comments have become highly focused. Thus, the present study aimed at exploring the comparative effect of audio-taped and written homework/feedback on EFL learners’ willingness to communicate (WTC). The current study included 40 female intermediate language learners, learning English at a private institution. They were divided into two twenty-member experimental groups as Audio-taped homework/feedback and written. The participants mean age was about 18. Both groups received equal treatments, however the way they were asked for homework and the way to correct the handed in assignments were completely different (audi-taped ones were supposed to hand in their homework by recording their voice and also the teacher used the same technique making comments, but in written group the participants and the teacher were both required to have written homework and comments respectively). The results obviously indicated the considerable development of willingness to communicate through the application of audio-taped homework/feedback.

scholarly journals Identity, Motivation and English Learning in a Japanese Context

2017 ◽  
Vol 7 (4) ◽  
pp. 18 ◽  
Author(s):  
Nooshin Goharimehr
Keyword(s):  
Language Learning ◽  
English Language ◽  
Influencing Factor ◽  
English Language Learning ◽  
English Learning ◽  
Efl Learners ◽  
Self Confidence ◽  
Positive Attitudes ◽  
L2 Motivational Self System ◽  
Integrative Motivation

Founded upon motivation, identity and self theories, this qualitative case study explored the motivational self systemand identities of Japanese EFL learners and their influence on motivation and English language learning. Data wascollected through online surveys among 22 graduate and undergraduate university students. The survey resultsindicated high motivation, international orientation and positive attitudes toward English language learning. Thethematic analysis of students’ detailed responses to the open-ended questions showed a stronger instrumentalmotivation and lack of desire to join and identify with the English communities and culture. International orientationappeared to be a better measure of motivation as opposed to integrative motivation. Moreover, the learners hadinhibitory factors operating against English learning motivation and speaking practices such as anxiety and lowlinguistic self-confidence. Resistance to new cultural identities or identity conflicts resulted from different culturalcontexts show to be an influencing factor in L2 learning. In sum, combining Gardner’s views on motivation,Norton’s conceptions of identity and Dörnyei's L2 Motivational Self System together with qualitative approachesmight render a deeper understanding of motivational barriers of Japanese EFL learners.

scholarly journals EFL Learners’ Willingness to Communicate, Language Learning Orientation, and Social Support in Kampung Inggris Pare

2021 ◽  
Vol 5 (1) ◽  
pp. 64
Author(s):  
Saidah Saidah
Keyword(s):  
Social Support ◽  
Data Analysis ◽  
Language Learning ◽  
Significant Relationship ◽  
Willingness To Communicate ◽  
Learning Orientation ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Writing Skill ◽  
Quantitative Design

Abstract: this current study conducted to investigate any significant relationship among students’ willingness to communicate and language learning orientation as well as any significant relationship between students’ WTC and social support. It used quantitative design. There were 78 students participated in this study. They were studying English in Kampung Inggris Pare. For collecting the data, the students were asked to fill out three questionnaires; WTC questionnaire consist of 25 items, Language learning orientation questionnaire of20 items, and social support of 6 items. Pearson Product moment correlation was applied for calculating the data to know any possible correlation between the variables. From the data analysis showed that any significant correlation between students’ willingness to communicate and their language learning orientation. However, there was no any significant correlation between students’ WTC and social support. The result of the study showed that students’ language learning orientation is the best motivation for students to improve their English proficiency trough their willingness to communicate in regard to four English skills, speaking, reading, writing and comprehension. Although social support over all did not give significant correlation, some support from other friend and teacher positively correlated to students’ WTC in regard to speaking and writing skill. Keywords: Willingness to Communicate, Language Learning Orientation, Social Support

scholarly journals Beyond Willingness to Speak Chinese: Case of Transferring Learning Chinese into Communication among University of Ghana Students.

2021 ◽  
Vol 11 (1) ◽  
pp. 51-67
Author(s):  
Bright Nkrumah
Keyword(s):  
Language Learning ◽  
Transfer Learning ◽  
Teaching Practice ◽  
Oral Communication ◽  
Willingness To Communicate ◽  
Self Confidence ◽  
Chinese As Foreign Language ◽  
Motivation To Transfer ◽  
The University ◽  
University Of Ghana

Willingness to communicate (WTC) has become an important role that facilitate language learning, the aim of this paper is to investigate WTC in Chinese as foreign language of motivation to transfer learning through oral communication among students learning Chinese at the university of Ghana. Second language learner’s motivation to transfer learning is grounded on effort, desire, knowledge, and skills learned in classroom and beyond the classroom to achieve the goal of learning a language.   By adopting a survey approach, a quantitative data was administered for the study via questionnaires. one hundred (100) participants from level 200,300 and 400 were involved in the study to ascertain the factors that influence student’s willingness to communicate in Chinese. According to the results, personality trait, environment and teaching practice, language skills, the complexity of medium of translation, anxiety and self-confidence, were factors that contributes to students WTC. Keywords-University of Ghana, Chinese learners, willingness to communicate

scholarly journals Enhancing Situational Willingness to Communicate in Novice EFL Learners through Task-Based Learning

2021 ◽  
Vol 43 (2) ◽  
pp. 185
Author(s):  
Junko Toyoda ◽  
Tomoko Yashima ◽  
Scott Aubrey
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Junior High School ◽  
Language Use ◽  
Willingness To Communicate ◽  
School Students ◽  
Efl Learners ◽  
Mixed Methods Approach ◽  
Novice Learners

Many studies have investigated the situational nature of Willingness to Communicate (WTC) in language learning. However, few studies have explored the possibility that a language teaching approach aimed at fostering communicative language use can effectively influence and thus facilitate L2 WTC development as it emerges in context (situational WTC). This classroom-based study addresses this issue by (a) investigating whether task-based learning (TBL) can foster situational L2 WTC for novice learners of English as a foreign language (EFL), and (b) determining the factors that influence learners’ situational WTC through a mixed-methods approach juxtaposing quantitative and qualitative data. The study focused on Japanese junior high school students (N=135) participating in a four-month exposure to TBL. The findings revealed that, during the TBL period, learners’ L2 WTC improved significantly and that learners reported feelings of enjoyment when participating in authentic L2 social interaction. 第二言語学習におけるsituational willingness to communicate (L2 WTC: 状況ごとに変化する外国語を話す意思)について多くの研究がされてきた。しかしながら、コミュニケーション能力促進のための特定の教授法を用いて、どのようにL2 WTCが出現し変化していくのかを調査した研究例は少ない。本研究では,質的量的研究の両方を使う混合研究法を用いて、(a)タスク中心学習における参加者のsituational L2 WTCは変化するのか、(b)どのような要因が初級EFL学習者のsituational L2 WTCに影響を与えるのか、を調査した。中学生135名を対象として4か月間タスク中心学習によるコミュニケーション活動を行った。結果から、参加者のsituational L2 WTC は有意に伸長した。また英語で友達とソーシャルインタラクションを楽しむことで、タスクへの参加意欲ならびに英語使用の頻度が高まったことが明らかとなった。 Keywords: EFL novice learners; perceived situational task competence; situational Willingness to Communicate; task-based learning

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