Willingness to Communicate in English among Iranian EFL Students

Aliakbari, Mohammad; Kamangar, Mohsen; Khany, Reza

doi:10.5539/elt.v9n5p33

Cited by 26 publications

(36 citation statements)

References 34 publications

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“…Table 2 demonstrates the research studies. Self-perceived communication competence (SPCC), IP and motivation-Willingness to Communicate (WTC) (Fallah & Mashhady, 2014) Communicative language teaching (CLT), IP, WTC (Aubrey, 2010) Intrinsic-extrinsic motivation, L2 ideal selves, L2 ought-to selves, IP, Can-Do and WTC (Nishida, 2013) Proficiency, IP, L2 WTC, and other psychological constructs (Matsuoka, 2005;Yashima, 2009) L2 learning and L2 communication variables in the, WTC, IP (Yashima, 2002) IP, WTC and Second Language Communication (Yashima, et al,2004) WTC -Self-confidencelearners attitude (IP) -motivation (Hashimoto, 2002;Peng, 2007;Şener, 2014) IP and WTC (Asmalı, 2016;Aliakbari, Kamangar, & Khany, 2016;Collins, 2013;Mahmoodi, Ghafoori & Amini, 2013;Piggin, 2010;Ulu, Weiwei, & Yu, 2015;Mystkowska-Wiertelak & Pietrzykowska, 2011) The research of Asmalı (2016) examined the relationship among willingness to communicate and some variables such as students' motivation to learn English, their confidence for communication in English and their motivation to learn English. The findings suggested that these variables were found to be related to their WTC in English.…”

Section: International Posturementioning

confidence: 99%

English as medium of instruction and international posture: From the perspective of students

Köksal¹,

Tercan²

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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There is a significant effect of learners' perceptions on educational setting as the active participants of the learning process are learners. In this respect, revealing students' perceptions contributes to the improvement of learning and teaching. With this in mind, this study aimed to investigate English Language Teaching (ELT) students' International Posture and perceptions of the English as a Medium of Instruction (EMI) courses at a state university. In addition, the purpose of this study is to answer the research question related to the perceptions of students concerning EMI and IP by considering gender differences. The study was conducted with the students of ELT Department in the spring term of 2016-2017 academic year at a state university. A questionnaire and semistructured interviews were carried out with a view to establishing whether the concepts of International Posture and the students' perceptions of EMI are interrelated. The quantitative data obtained from the questionnaire were analyzed with the help of SPSS by means of descriptive statistics, Pearson's Correlation and Mann Whitney U test while content analysis was done for the qualitative data. The current study reported the perceptions of ELT students and revealed the differences and relations with regard to EMI and IP as well as male and female students. As the findings revealed, the students with high IP have positive attitudes towards EMI. Whereas, there is not a significant correlation between the perceptions of students related to EMI and IP. The findings of this research led to some suggestions for further studies.

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Section: International Posturementioning

confidence: 99%

English as medium of instruction and international posture: From the perspective of students

Köksal¹,

Tercan²

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…Learners with a high level of willingness to communicate tend to be very active and engaged in language learning activities and this leads to taking much more advantages of the presented materials in the class; this is proved in reviewing the related literature. (e.g., Rahbar,Suzani, and Sajadi, 2016;Bergil, 2016;Fahim and Dhamotharan, 2016;Aliakbari, Kamangar, and Khany, 2016). Hence, it is of utmost importance to pinpoint the factors that influence WTC of language learners as in this way, they use language in a more communicative way.…”

Section: Introductionmentioning

confidence: 99%

Language learning strategy preferences and levels of willingness to communicate by Iranian EFL learners

Najafi¹,

Dehghani²

2022

JTLS

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The present study aims at investigating the relationship between Iranian EFL learners’ levels of willingness to communicate (WTC) and their preferences of language learning strategies.To achieve this goal, a quantitative study was carried out with 46 Iranian EFL learners majoring in English translation. The participants’WTC levels were determined through willingness to communicate (WTC) questionnaire developed by McCroskey and Richmond (2013). Oxford’s (1990) Strategy Inventory for Language Learners (SILL) was also used as another instrument to investigate the participants’ preferences of language learning strategy use.The participants were moderate strategy users. Metacognitive and cognitive strategieswere found to be used strongly by the participants of the study. It was also found that the participants were moderate regarding their willingness to communicate. Furthermore, a significant correlation was found to exist between the two variables of the study.The findings of this study have implications for teachers, students, material developers as well as course designers.

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“…On the other hand, the very recent study of Aliakbari, Kamangar and Khany (2016) found that the most powerful predictor of L2 WTC is communicative competence which is not in line with the above-mentioned Iranian recent studies as well as the other previous EFL/ESL important studies, (such as Yashima, 2002;Clément et al, 2003). Aliakbari and Mohsennejad (2014) explained that the rationale behind the odd finding of the study could pertain to the nature of the participants as teenagers possessing a false self-confidence.…”

Section: Literaturementioning

confidence: 59%

Perceptions of Willingness to Communicate Orally in English among Iranian PhD Students

Saadat

Mukundan

2019

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

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Willingness to Communicate (WTC) in second Language (L2) has received substantial consideration in modern language research and instruction. This study intends to investigate how oral L2 WTC of a group of EFL Iranian PhD students in a public university in Malaysia has changed during their stay in this country and what factors have resulted in their willingness to communicate. A qualitative case study method was implemented to obtain information from 8 participants through semi-structured interview as the main method, followed by focus group discussion and solicited journal diaries of the participants. The analyses of data derived from the first research question yielded five major themes: lack of exposure to L2 oral communication, cultural values, low L2 self-confidence, L2 extrinsic motivation, and enabling behaviors. Analysis of the second research question revealed six major themes as: raised awareness, cultural background, personality, exposure to L2 oral communication, extrinsic L2 motivation, and increased L2 self-confidence. The findings of the study concluded that rare exposure to English oral communication in Iran resulted in having little practice of English language in authentic settings that led to low L2 WTC among the respondents of the study before coming to Malaysia. Besides, the respondents suffered from lack of L2 WTC upon arrival to Malaysia. However, by understanding their deficiencies and importance of L2 oral communication, they gradually changed their attitude toward L2 oral communication and tried to improve it. This study also provides theoretical and practical implications for designing teaching methods to maximize language learners’ L2 WTC in the classroom that leads to their L2 oral communication improvement.

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Willingness to Communicate in English among Iranian EFL Students

Cited by 26 publications

References 34 publications

English as medium of instruction and international posture: From the perspective of students

English as medium of instruction and international posture: From the perspective of students

Language learning strategy preferences and levels of willingness to communicate by Iranian EFL learners

Perceptions of Willingness to Communicate Orally in English among Iranian PhD Students

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