Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context

Autor/inn/en	Khajavy, Gholam Hassan; Ghonsooly, Behzad; Fatemi, Azar Hosseini; Choi, Charles W.
Titel	Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 50 (2016) 1, S.154-180 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.204
Schlagwörter	Foreign Countries; Second Language Learning; Second Language Instruction; English (Second Language); Classroom Communication; Student Attitudes; Student Motivation; Language Proficiency; Self Efficacy; Models; Structural Equation Models; Correlation; Classroom Environment; Majors (Students); Predictor Variables; College Students; Questionnaires; Goodness of Fit; Student Participation; Iran + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Klassengespräch; Schülerverhalten; Schulische Motivation; Language skill; Language skills; Sprachkompetenz; Self-efficacy; Selbstwirksamkeit; Analogiemodell; Korrelation; Klassenklima; Unterrichtsklima; Prädiktor; Collegestudent; Fragebogen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	This study examined willingness to communicate (WTC) in English among Iranian EFL learners in the classroom context. For this purpose, a second language willingness to communicate (L2WTC) model based on WTC theory (MacIntyre, Clément, Dörnyei, and Noels, 1998) and empirical studies was proposed and tested using structural equation modeling (SEM). This model examined the interrelationships among WTC in English, communication confidence, motivation, classroom environment, attitudes toward learning English, and English language achievement. A total of 243 English-major university students in Iran completed a questionnaire. The proposed SEM model adequately fitted the data. Results of the SEM indicated that classroom environment was the strongest direct predictor of L2WTC; communication confidence directly affected WTC; motivation indirectly affected WTC through communication confidence; English language proficiency indirectly affected WTC through communication confidence; and the classroom environment directly affected attitudes, motivation, and communication confidence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01