Willingness to Communicate Reappraised in the Light of Emotional Intelligence and Gender Differences

Alavinia, Parviz; Alikhani, Masome Agha

doi:10.1016/j.sbspro.2014.03.400

Cited by 21 publications

(18 citation statements)

References 15 publications

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“…However, female ESL teachers were significantly different in their overall willingness to communicate as they were more willing to communicate in groups and public. These findings support previous studies (Alavania & Alikhani, 2014;Alemi et al, 2013;Arshad et al, 2015;Oz et al, 2015) that suggest female teachers are less anxious English language users and have higher English language proficiency in general.…”

Section: Resultssupporting

confidence: 91%

“…This result may suggest that ESL female teachers have higher English language proficiency in general, and they are less anxious English language users compare to ESL male teachers. This finding lends support to what has been reported by Alavania and Alikhani (2014) and others (e.g., Alemi, Tajeddin, & Mesbah, 2013;Arshad et al, 2015;Oz, Demirezen, & Pourfeiz, 2015) where females outperform males in their willingness to communicate in English.…”

Section: Differences Among the Esl Teachers' Willingness To Communicasupporting

confidence: 91%

“…The impact of gender and school locations on ESL teachers' willingness to communicate in English has not been investigated in previous studies. However, the extant literature on students' gender and type of study towards willingness to communicate provides inconsistent results (Alavania & Alikhani, 2014;Arshad, Shahbaz, & Al-Bashabsheh, 2015). Thus, it is important to know if there are significant differences in gender and school locations when it comes to ESL teachers' willingness to communicate in English and this information can be helpful in the future.…”

Section: Willingness To Communicate (Wtc) In Esl Contextmentioning

confidence: 99%

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The Esl Teachers’ Willingness to Communicate in English

2018

Indonesian J. Appl. Linguist

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Willingness to communicate (WTC) as introduced by McCroskey and Bear (1985) has developed and been perceived by many as a critical field. Unfortunately, there is a noticeable gap in research on the willingness to communicate (WTC) in English among ESL teachers in the Malaysian context. This study aims to investigate the ESL teachers' willingness to communicate in English in terms of gender and school locations. The four constructs of communication in WTC are group discussions, interpersonal, public, and talking in meetings. Through both criterion and convenience sampling, 250 ESL teachers from twenty-five schools were chosen for this research. Survey questionnaire with a total of 20 items adopted from McCroskey (1992) was used as the data collection instrument. Findings reveal that ESL teachers' willingness to communicate in English is generally high and that the teachers were more willing to converse and exchange ideas orally in English during the meeting rather than in group or public. Female participants were significantly different in their overall willingness to communicate as they were more willing to communicate in groups and public. The within-group comparison also shows that school locations (urban and rural) affect ESL teachers' willingness to communicate in English. The findings also suggest that schools should encourage more ESL teachers to participate in activities such as debates, drama, public speaking, English language clubs/society, and empower them by providing professional development workshops or training.

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Section: Resultssupporting

confidence: 91%

Section: Differences Among the Esl Teachers' Willingness To Communicasupporting

confidence: 91%

Section: Willingness To Communicate (Wtc) In Esl Contextmentioning

confidence: 99%

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The Esl Teachers’ Willingness to Communicate in English

2018

Indonesian J. Appl. Linguist

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“…There is a burgeoning amount of research (e.g. : Alavinia & Agha Alikhani, 2014;Fahim & Pishghadam, 2007;López, 2011;) which found that emotional intelligence has a say in various areas of language achievement.…”

Section: Ei and Its Influence In Various Fieldsmentioning

confidence: 99%

The Impacts of Emotional Intelligence Enhancement on Iranian Intermediate EFL learners Writing Skill

Ebrahimi¹,

Khoshsima²,

Zare-Behtash³

2018

INT J INSTRUCTION

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The current study tried to empirically examine the influence of enhancing Emotional Intelligence on writing skill. The method of doing the study was giving an "Interchange Placement Test" to the university students who majored in English (EFL learners) in Iran. After selecting intermediate level students for participating in the study, an IELTS test was administered to evaluate the proficiency of the participants at the beginning of the project. Next, the Emotional Quotient (EQ) of the subjects was measured and afterwards, teaching Emotional Intelligence (EI) was started. At the end of a one-educational-year course of simultaneously teaching EI and writing skill, the same EQ and IELTS test was given to the learners. The difference in scores of both EQ and IELTS test were statistically calculated to observe the progress in each issue. The results revealed a significant change both in EQ and in writing skill. The findings of the study could help further the knowledge in the related field.

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“…The researcher reported the exact p value to show that the significance of that difference is not very strong. In a different context Iranian female learners were found outperforming Willingness to Communicate (Alavinia and Alikhani, 2014). The researcher also found it useful to not that the sample in the current study was not balanced (Male = 15, Female = 215) reflection the studied population (Male = 26, Female = 378).…”

Section: Predictors Of Willingness To Communicate In Englishmentioning

confidence: 86%

Willingness to Communicate in English: Academic Motivation and using English outside the Classroom as Predictors

Youssef

2016

American Journal of Applied Sciences

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Willingness to Communicate (WTC) in English has become a field of interest since the construct was introduced by McCroskey and Baer in 1985. This study, investigated 230 trainee teachers' Willingness to Communicate in English with a focus on their Academic Motivation and Their use of English outside the classroom. Gender, nationality, ethnic group, specialization and years of study at the Faculty of Education were considered while exploring the three mentioned variables. The results of the study revealed that participants preferred to initiate communication in English with friends rather than acquaintances or strangers even though the interview results showed they were willing to communicate in English with strangers more than individual friends or groups of friends from the same ethnic group. The findings indicated that there were significant differences based on gender and nationality in UEC. There were significant differences among participants in WTC and UEC based on their ethnic group and specialization. Participants from different years in the Faculty of Education were significantly different in WTC, AM and UEC. The correlation was positive between WTC and both UEC and AM. The results of regression analysis showed that the most effective determiner of Willingness to Communicate in English is participants "Use of English outside the Classroom. Exposure to the English language from an early age in addition to family support of the use of English shaped the participants" view of the English language and determined their competency. Based on the findings a better understanding of trainee teachers "cognitive abilities, attitudes about self and university, as well as their language skills would help in improving their WTC in English. Changing classroom environment and grouping technique to avoid putting students from the same ethnicity in the same group can ensure that the only language used will be English. Providing opportunities outside the classroom for communicating in English through English language clubs, journeys to English speaking countries, debates, drama, songs and free writing competitions can help them communicate in English away from the stress caused by curriculum based activities linked to credits and grades. Furthermore, communication between faculty and home is important to understand better factors that may affect trainee teachers" Willingness to Communicate in English. (Ida Fatimawati, 2012). Studies on students who were exposed to English for 11 years in primary and secondary schools, showed that they still have difficulties related to language proficiency (Ida Fatimawati, 2012) and their written communication was described to be under satisfactory level (Mahady, 2010). Limited opportunities to use English outside the classroom widened the proficiency gap between students joining tertiary education from urban and rural areas where English is regarded as a foreign language (Gill, 2005). Not apart from that trainee teachers' Willingness to Communicate (WTC) in English is not given...

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Willingness to Communicate Reappraised in the Light of Emotional Intelligence and Gender Differences

Cited by 21 publications

References 15 publications

The Esl Teachers’ Willingness to Communicate in English

The Esl Teachers’ Willingness to Communicate in English

The Impacts of Emotional Intelligence Enhancement on Iranian Intermediate EFL learners Writing Skill

Willingness to Communicate in English: Academic Motivation and using English outside the Classroom as Predictors

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