Willingness to communicate of EFL learners in Turkish context
By Hüseyin Öz, Mehmet Demirezen, Jafar Pourfeiz. 2015
145 citations recorded by the source corpus.
Abstract This study reports on findings of an investigation into English as a foreign language (EFL) learners' (N = 134) perceptions of willingness to communicate (WTC) in Turkish context. The participants completed questionnaires on WTC, communication and affective factors. The findings revealed that 21.6% of the participants had high WTC, 13.4% had high communicative competence and 18.7% had high scores in communication apprehension. The results of structural equation modeling (SEM) also indicated that communication competence and communication apprehension were the strong predictors of WTC while motivational factors indirectly influenced WTC. The proposed model for WTC accounted for 63% of the variance in WTC. The findings of this study will be beneficial for curriculum development, teacher education, teaching and learning foreign languages, and also for English teachers to unfold the factors affecting WTC, more specifically in teacher training programs where the first seeds of change and willingness to communicate must be sown.
Subfields: Language and Linguistics, Literature and Literary Theory, Social Psychology
View Paper: https://www.semanticscholar.org/paper/b922f8e8f6f09192b8d3313a8770b47ea448aa58
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Language and Linguistics
- Gholam Hassan Khajavy
- Elyas Barabadi
- P. Macintyre
- Jean–Marc Dewaele
- Chengchen Li
- Ju Seong Lee
- Livia Dewaele
- Y. Teimouri
In Literature and Literary Theory
- Gholam Hassan Khajavy
- Elyas Barabadi
- P. Macintyre
- Jean–Marc Dewaele
- Chengchen Li
- Ju Seong Lee
- Heather W. Allen
- Jian-E Peng
In Social Psychology
- Gholam Hassan Khajavy
- P. Macintyre
- Elyas Barabadi
- Jean–Marc Dewaele
- Chengchen Li
- Lawrence Jun Zhang
- Mostafa Papi
Citations in the corpus
- ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE (2017, background): “This variation is the outcome of a set of linguistic, communicative, and contextual factors, described in the pyramid model of WTC, that have been tested in several empirical studies and in a variety of settings (Joe et al., 2017; Khajavy et al., 2016; Öz et al., 2015; Peng & Woodrow, 2010; Yashima,”