Willingness to Communicate

2018 ◽  
pp. 96-119
Author(s):  
Feifei Han ◽  
Zizhen Wang
Keyword(s):  
Learning Style ◽  
English Proficiency ◽  
Positive Association ◽  
Willingness To Communicate ◽  
Learning Motivation ◽  
English Learning ◽  
Structured Interviews ◽  
Attitude Learning ◽  
English Learning Motivation ◽  
Quantitative And Qualitative Methods

This chapter examines factors impacting L2 WTC among Chinese ELLs studying in an EAP program in Australia. Adopting both quantitative and qualitative methods, three questionnaires were used to measure L2 WTC, English learning motivation, and self-rated English proficiency; and semi-structured interviews were used to triangulate and complement questionnaire data. The main results were (1) L2 WTC with friends was higher than L2 WTC with acquaintance and with strangers and (2) L2 WTC with strangers and acquaintances were positively related to integrativeness and attitude toward the learning situation, but not with motivation intensity. L2 WTC with friends did not correlate with any of the scales in the English learning motivation; thus, (3) L2 WTC with strangers and acquaintances but not with friends had positive association with self-rated English proficiency, and (4) factors such as teaching methods, teachers' attitude, learning style, and personality all impacted on L2 WTC. The results are discussed and practical implications are articulated.

scholarly journals KEMAMPUAN BERBAHASA INGGRIS, MOTIVASI DAN SIKAP TERHADAP BAHASA INGGRIS MAHASISWA PROGRAM STUDI ILMU KEPERAWATAN (S1) STIKES JENDERAL ACHMAD YANI CIMAHI

2017 ◽  
Vol 3 (1) ◽  
pp. 11
Author(s):  
Alvii TB Siregar ◽  
Evangeline H
Keyword(s):  
Learning Process ◽  
English Proficiency ◽  
Learning Motivation ◽  
English Learning ◽  
Learning Program ◽  
High Motivation ◽  
English Textbooks ◽  
English Learning Motivation ◽  
Attitude And Motivation ◽  
Language Mastery

ABSTRAK Latar belakang: Penelitian yang dilaksanakan di STIKes Jendral Achmad Yani Bandung tahun 2010 mengindikasikan mahasiswa keperawatan masih mengalami masalah dalam proses belajar mengajar ketika materi yang diberikan berbahasa Inggris. Khususnya textbook,  artikel keperawatan dan materi lain yang berbahasa Inggris, masih dianggap sulit untuk dimengerti oleh sebagaian besar mahasiswa. Walaupun  motivasi mahasiwa cukup tinggi serta sikap mereka sangat mendukung terhadap pembelajaran dan penggunaan bahasa Inggris, nyatanya responden mendapatkan skor rendah dalam test kemampuan membaca text keperawatan berbahasa Inggris. Tujuan: Penelitian ini bertujuan mendeskripsikan lebih lanjut motivasi dan sikap mahasiswa keperawatan terhadap bahasa Inggris. Metode: Data dikumpulkan dengan melakukan test kemampuan berbahasa Inggris berstandar internasional, serta memberikan kuisioner yang mengukur motivasi dan sikap terhadap bahasa Inggris, kepada mahasiswa keperawatan tingkat 3 (tiga) semester 6, Programs Studi Ilmu Keperawatan S1 Stikes Jenderal Achmad Yani Cimahi. Hasil: Hasil penelitian didapatkan walaupun responden mendapatkan skor yang rendah dalam test kemampuan berbahasa Inggris, mereka memiliki motivasi tinggi dan  sikap yang mendukung terhadap bahasa  Inggris. Diskusi: Hal ini menggambarkan dibutuhkan metoda yang lebih inovatif dan efektif dalam pembelajaran bahasa  Inggris dengan tujuan adanya peningkatan kemampuan berbahasa Inggris  mahasiswa keperawatan, khususnya di STIKes Jenderal Achmad Yani Cimahi.   Kata kunci : kemampuan berbahasa Inggris, motivasi, sikap   ABSTRACT Introduction: A research conducted at STIKes Jenderal Achmad Yani Cimahi in 2010 indicated how students were still experiencing problems with their study where English is mediatory language. In particular, English textbooks, articles, and other resources were considered by the majority of the participants to be difficult to process. Despite their high motivation and attitude towards learning and using English, the participants scored low in their readability tests. Objective: This study continues to investigate factors that influence their ability in using English. It focuses on the factor of the language mastery in relations to the learner’s motivation and attitude towards English. Method: The descriptive investigation was conducted with participants from third year students of STIKes Jenderal Ahmad Yani, Cimahi by measuring their English skills with an international standardized English test and giving questionnaires on their attitude and motivation towards the importance of English. Result: The results showed that despite the low scores in the mastery of the language their high motivation and attitude also exhibited a need to have an approach different from the current methods to aid with their English skills enhancement, especially methods in their learning process. Discussion: Thus, insight gained may prove critical in building a suitable English learning program in the institute or other school with similar conditions. Keywords: attitude, English proficiency, English learning, motivation

scholarly journals THE CORRELATION BETWEEN ENGLISH LEARNING MOTIVATION AND ENGLISH PROFICIENCY ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS

2019 ◽  
Vol 3 (1) ◽  
pp. 79-94
Author(s):  
Deborah Purwanti ◽  
Hilda Puspita ◽  
Mulyadi .
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
English Proficiency ◽  
Learning Motivation ◽  
English Learning ◽  
Study Program ◽  
Grand Total ◽  
Medium Level ◽  
Level Of Significance ◽  
English Learning Motivation

This study is aimed at identifying English learning motivation and English proficiency achievement. Then, the researcher would like to see the correlation between the students’ motivation and their English proficiency achievement. The research was designed as quantitative correlation. Here, a total of 77 students were asked to complete the motivation questionnaire and set in a TOEFL test. The result of this research revealed that the English learning motivation of the students was in ‘high’ category. This can be seen from the grand total of mean 3.59 which indicated high intrinsic motivation as the dominant motivation. While, the scores of English proficiency achievement indicates that the students had ‘medium’ level of English Proficiency, the range score of medium level is 400-499. Another result showed that there was a significant correlation between English learning motivation and English proficiency achievement. It can be proven by rcount (0.346) > rtable (0.224), 5% level of significance; there was a correlation between students with intrinsic motivation and their English proficiency achievement, rcount (0.348) > rtable (0.233); while there was no correlation between students with extrinsic motivation and their English proficiency achievement, rcount (0.307) < rtable (0.811). It means that the correlation between English learning motivation and English proficiency achievement was in ‘weak’ level.

scholarly journals Exploring Oral English Learning Motivation in Chinese International Students with Low Oral English Proficiency

2019 ◽  
Vol 9 (3) ◽  
pp. 834-855 ◽  
Author(s):  
Deyu Xing ◽  
Benjamin Bolden
Keyword(s):  
International Students ◽  
English Proficiency ◽  
Value Theory ◽  
Learning Motivation ◽  
Chinese International Students ◽  
English Learning ◽  
Expectancy Value ◽  
Spoken English ◽  
Subjective Value ◽  
English Learning Motivation

This study employed narrative inquiry to understand the oral English learning motivation of Chinese international students with low oral English proficiency through their academic acculturation stories. Expectancy-Value Theory served as the theoretical framework to inform the study design and the interpretation of results. Findings suggest all participants’ motivation for oral English learning increased as a result of the newly acquired high subjective value of spoken English during their academic acculturation. However, they experienced high levels of psychological stress during their academic acculturation due to their low oral English proficiency. Further, participants’ perceived expectancy of success for learning oral English declined as their academic acculturation progressed, negatively influencing their oral English learning motivation. Implications for various stakeholders are discussed.

scholarly journals THE CORRELATION BETWEEN ENGLISH LEARNING MOTIVATION AND ENGLISH PROFICIENCY ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS

2018 ◽  
Vol 2 (2) ◽  
pp. 68-82
Author(s):  
Debora Purwanti ◽  
Hilda Puspita ◽  
Mulyadi .
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
English Proficiency ◽  
Learning Motivation ◽  
English Learning ◽  
Study Program ◽  
Grand Total ◽  
Medium Level ◽  
Level Of Significance ◽  
English Learning Motivation

This study is aimed at identifying English learning motivation and English proficiency achievement. Then, the researcher would like to see the correlation between the students’ motivation and their English proficiency achievement. The research was designed as quantitative correlation. Here, a total of 77 students were asked to complete the motivation questionnaire and set in a TOEFL test. The result of this research revealed that the English learning motivation of the students was in ‘high’ category. This can be seen from the grand total of mean 3.59 which indicated high intrinsic motivation as the dominant motivation. While, the scores of English proficiency achievement indicates that the students had ‘medium’ level of English Proficiency, the range score of medium level is 400-499. Another result showed that there was a significant correlation between English learning motivation and English proficiency achievement. It can be proven by rcount (0.346) > rtable (0.224), 5% level of significance; there was a correlation between students with intrinsic motivation and their English proficiency achievement, rcount (0.348) > rtable (0.233); while there was no correlation between students with extrinsic motivation and their English proficiency achievement, rcount (0.307) < rtable (0.811). It means that the correlation between English learning motivation and English proficiency achievement was in ‘weak’ level.

scholarly journals Exploring the Relationship Between Learning Motivation and L2 WTC in an EFL Classroom Among Thai EFL Learners

2019 ◽  
Vol 12 (7) ◽  
pp. 33
Author(s):  
Xingxing Ma ◽  
Anchalee Wannaruk ◽  
Zhibin Lei
Keyword(s):  
Willingness To Communicate ◽  
Learning Motivation ◽  
English Learning ◽  
Efl Context ◽  
High Motivation ◽  
Instrumental Motivation ◽  
Asean Economic Community ◽  
English Learning Motivation ◽  
The University ◽  
The Relationship

The present study investigates the relationship between university learners&rsquo; English learning motivation and their willingness to communicate in English (L2 WTC) in EFL classroom under the big environment of Thailand joining the AEC (ASEAN Economic Community). By applying mixed methods, data is collected and the findings can be summarized as follows. Firstly, the university learners including males and females all have high motivation towards English learning, especially with higher instrumental motivation. Besides, the university learners in total have intermediate level on their willingness to communicate in English in EFL classrooms without significant gender difference. More than 50% of students are more willing to communicate in English with friends than with teachers for they believe that friends are easier to communicate and understand. Thirdly, university learners&rsquo; English learning motivation has strong positively correlation with their L2 WTC. In English learning motivation, instrumental motivation has stronger positively correlation with their L2 WTC than integrative counterpart and is better predictor of students&rsquo; L2 WTC in EFL classroom. These findings have implications for teachers teaching English in EFL context who should take the big environment in society and their distance with students into account, and shed some lights on the research of L2 WTC in the future.

scholarly journals THE CORRELATION BETWEEN ENGLISH LEARNERS’ MOTIVATION AND THEIR ENGLISH PROFICIENCY

2018 ◽  
Vol 2 (1) ◽  
pp. 130
Author(s):  
Ridha Ilma
Keyword(s):  
English Learners ◽  
English Proficiency ◽  
Learning Motivation ◽  
Correlational Study ◽  
English Learning ◽  
Efl Learners ◽  
English Classes ◽  
Law Faculty ◽  
English Learning Motivation

This study tried to find out the correlation between motivation and English proficiency of EFL learners. The sample consisted of two hundred and six students of the fourth semester of Law Faculty of Sriwijaya University. This study used correlational study. The instruments to collect the data were questionnaire of English learning motivation and TOEFL Test The result showed that: 1) there was no significant correlation between students’ motivation and their English since the significant level (sig. 0.071) was higher than 0.05, 2), students’ motivation did not contribute significantly to their English proficiency, the contribution was only 0.2% because the students had different motivation to join English classes. Theresults of this study can be used by lecturers, learners of English, and other concerned parties to concern more about motivation in relation to English proficiency.

Sign in / Sign up

Export Citation Format

Share Document