Affective variables contributing to Indonesian EFL students’ willingness to communicate within face-to-face and digital environments

Abstract

Literature has suggested the role of affective variables such as selfconfidence, motivation, and anxiety in second and foreign language learners' willingness to communicate in conventional language learning classrooms. However, little has been explored regarding the association of such affective variables inside and outside the classroom and digital environment. To this end, the current study modified the affective variables and replicated the methodological procedure of Lee and Hsieh's study, who examined the relation between second language (L2) learner affective variables (i.e., self-confidence, anxiety, motivation, and grit) and their willingness to communicate in three different environments (i.e., in-class, outof-class, and digital environment). A convenience sample of 436 secondary school and university students participated in the study and completed a survey that was administered online. Many of the participants were female (N = 323) and male (N = 113) aged between 10-and 25-years old. Quantitative data analyses using correlational and multiple regression were performed using a statistics software. Findings of the study revealed that all three affective variables; self-confidence, speaking anxiety, and motivation, were significant predictors for Indonesian EFL students' WTC in both F2F (i.e., inside and outside classroom) and the digital environment. Students also were reported to have a higher level of WTC when participating in the digital communication than in F2F settings. The findings of the current study confirmed the earlier research on EFL students' WTC in F2F and digital ABOUT THE AUTHORS

Modeling EFL learners’ willingness to communicate: The roles of face-to-face and digital L2 communication anxiety

“…Past studies have examined L2 WTC within in-class, out-of-class, and digital settings (Lee & Hsieh, 2019; Lee et al, 2022; Mulyono & Saskia, 2021). Lee et al's (2022) structural equation model demonstrated that EFL learners’ L2 WTC differed across these three settings.…”

Changed Tendencies in Research Issues on Motivation for Foreign Languages Learning (Review for 2021)

“…Уверенность в себе, тревожность в процессе иноязычной речи и мотивация оказались значимыми предикторами для желания говорить на иностранном языке как на занятиях и вне класса, так и в цифровой среде. Интересно, что большее желание говорить на иностранном языке студенты имеют в цифровой среде, а не в реальной жизни, потому что может варьироваться режим коммуникации (синхронный, асинхронный) и вид коммуникационного дискурса (письменный, устный) [30]. По мнению ученых, тревожность является лучшим показателем прогнозирования успеваемости по иностранному языку и мотивированности к его изучению [38] и в значительной мере определяет самооценку студентами их навыков аудирования и говорения [23].…”

Anxiety No More: The EFL Students Voice On the Use FTF VS SCMC toward Their Speaking Anxiety

“…When someone is talking in the same room, people will automatically pay attention directly to what is being said. Mulyono and Saskia (2021) said that when speaking in class, students will be asked to speak in front of people, which will be immediately noticed.…”

“…The first thing that can be noticed is the use of online learning as a new learning method. Some researchers try to explore the potential use of online learning for language learning and not infrequently also try to compare it with traditional classes (Yanguas & Flores, 2014;Kim, 2014;Alqarni, 2021;Cote & Gaffney, 2021;Mulyono & Saskia, 2021;Nasution, 2021;Yaniafari et al, 2021). However, some researchers focus on the general use of online learning.…”