Willingness to Communicate and Language Learning Orientations in Iranian EFL Context

Zarrinabadi, Nourollah; Abdi, Razieh

doi:10.5539/ies.v4n4p206

Cited by 52 publications

(44 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This may increase the correlation between both constructs, given that self‐reports are likely to differ to some extent from actual behaviour due to construct‐irrelevant factors, such as social desirability bias (Paulhus, ). Zarrinabadi and Abdi () compared self‐reported classroom WTC to self‐reported WTC outside the classroom. They found correlations between both constructs ranging from .46 to .68, depending on the investigated skill.…”

Section: Positioning the Study In Existing Researchmentioning

confidence: 99%

Classroom Versus Societal Willingness to Communicate: Investigating French as a Second Language in Flanders

Denies

Yashima

Janssen

2015

The Modern Language Journal

View full text Add to dashboard Cite

This study investigates willingness to communicate (WTC) and its determinants through structural equation modelling (SEM). Building on models by MacIntyre and Charos (1996) and Yashima (2002), it addresses 3 apparent gaps in the current knowledge base: It is the first SEM-based WTC study in a Western European context, investigating French as a second language in a representative sample of over 1,000 grade 12 students in Flanders, the Dutch-speaking part of Belgium; it is among the few studies that compare classroom WTC with WTC outside the classroom; and it investigates the underexplored relationship between WTC and language proficiency through extensive standardized listening tests. Among the study's findings are that classroom WTC is a strong predictor of WTC outside the classroom; however, in naturalistic settings the role of integrativeness decreases while anxiety levels play a larger role. The study provides new support for several existing suggestions for L2 pedagogy.Keywords: willingness to communicate; structural equation model; French L2; secondary school; Flanders IN A GLOBALISING WORLD, IT IS A CLEAR asset for citizens to be taught a language other than their mother tongue. The key aims of such second language (L2) instruction should be not only to improve the learners' L2 competences, but also to stimulate their willingness to communicate (WTC) in the language they are learning. This need to stimulate WTC follows Swain'sThe Modern Language Journal, 99, 4, (2015 (2000) output hypothesis, which postulates that practice in using the L2 is a key factor in successful language acquisition. Since WTC is the final psychological step before starting L2 communication (MacIntyre, 2007), higher degrees of WTC are associated with larger amounts of this much-needed L2 communication practice. WTC has therefore even been proposed as the true purpose of L2 instruction: "The ultimate goal of the learning process should be to engender in language students the willingness to seek out communication opportunities and the willingness actually to communicate in them" (MacIntyre et al., 1998, p. 545).Katrijn Denies, Tomoko Yashima, and Rianne Janssen 719 In research on the topic, WTC is defined as "the predisposition toward or away from communicating, given the choice" (MacIntyre et al., 2003, p. 538). It seems self-evident that introverted learners would tend to be less willing to communicate; and, indeed, that assumption was confirmed in early studies on WTC in the mother tongue (McCroskey & Richmond, 1991). However, subsequent research that focused on L2 WTC found that other variables, such as anxiety, perceived competence, and attitudes, also relate to this construct. A now generally accepted pyramid model (MacIntyre et al., 1998) schematizes how different factors converge to determine the WTC of L2 learners. It draws together several trait and state variables that have been well established as key factors in the language learning process.Since the pyramid model was established, a substantial amount of research ha...

show abstract

Section: Positioning the Study In Existing Researchmentioning

confidence: 99%

Classroom Versus Societal Willingness to Communicate: Investigating French as a Second Language in Flanders

Denies

Yashima

Janssen

2015

The Modern Language Journal

View full text Add to dashboard Cite

show abstract

“…Different investigators like Kamprasertwong, Mahdi, Liu, Dewaele and others examined how personal factors (individual backgrounds, personality traits, communication strategies) influenced WTC and interacted with one another in English speech [9][10][11][12][13][14]. Other studies were conducted by Zarrinabadi, Addi, Barjesteh, Vaseghi, and Neissi [15,16]. They investigated the relation between Iranian learners' willingness to communicate inside and outside the classroom and their language learning orientations.…”

Section: Problem Statementmentioning

confidence: 99%

Bilingual learners’ willingness to communicate in English and anxiety when speaking the language

2019

View full text Add to dashboard Cite

The present study focuses on bilingual learners' willingness to communicate (WTC) in English and foreign language anxiety (FLA) when speaking English in the classroom at Yugra State University. The paper reviews the theory, experiment and methods of pedagogical correction for those who are interested in these two phenomena in their research. The aim of the paper is twofold: to identify the main communicational difficulties faced by learners, explore the underlying causes, and provide some recommendations to overcome learners' unwillingness to communicate in English actively and freely. The findings support the claims that FLA and WTC stem from issues with foreign language proficiency as well as some personal traits with FLA and WTC influencing each other and the process of mastering a second language.

show abstract

“…It was called "Unwillingness to communicate". The role of introversion, alienation, self-esteem and communication apprehension in a person's willingness for communication in diversity of situations (Zarrinabadi, 2011). More general features of speech were considered by Mortensen, Amston and Lustig (1977).…”

Section: Review Of Literaturementioning

confidence: 99%

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

Ghasemi

2018

Int. J. Appl. Linguist. Engl. Lit.

View full text Add to dashboard Cite

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.

show abstract

Willingness to Communicate and Language Learning Orientations in Iranian EFL Context

Cited by 52 publications

References 17 publications

Classroom Versus Societal Willingness to Communicate: Investigating French as a Second Language in Flanders

Classroom Versus Societal Willingness to Communicate: Investigating French as a Second Language in Flanders

Bilingual learners’ willingness to communicate in English and anxiety when speaking the language

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

Contact Info

Product

Resources

About