Affective Variables Contributing to Indonesian EFL Students' Willingness to Communicate within Face-to-Face and Digital Environments

Autor/inn/en	Mulyono, Herri; Saskia, Regitha
Titel	Affective Variables Contributing to Indonesian EFL Students' Willingness to Communicate within Face-to-Face and Digital Environments
Quelle	In: Cogent Education, 8 (2021) 1, Artikel 1911282 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mulyono, Herri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2021.1911282
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Student Attitudes; Interpersonal Communication; Computer Mediated Communication; Affective Behavior; Self Esteem; Anxiety; Student Motivation; Persistence; Resilience (Psychology); Secondary School Students; College Students; Predictor Variables; Environmental Influences; Indonesia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schülerverhalten; Interpersonale Kommunikation; Computerkonferenz; Affective disturbance; Active behaviour; Affektive Störung; Self-esteem; Selbstaufmerksamkeit; Angst; Schulische Motivation; Ausdauer; Sekundarschüler; Collegestudent; Prädiktor; Environmental influence; Umwelteinfluss; Indonesien
Abstract	Literature has suggested the role of affective variables such as self-confidence, 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, out-of-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 environment. While students' WTC in the digital environment may vary depending on the delivery mode, for example, synchronous and asynchronous and communication discourse, i.e. written and oral communication, further research is needed to address these issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01