A Case Study on Willingness to Communicate in English in the Iranian Tertiary Educational Context

Autor/inn/en	Alimorad, Zahra; Farahmand, Mina
Titel	A Case Study on Willingness to Communicate in English in the Iranian Tertiary Educational Context
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 32 (2021) 1, S.1-28 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
DOI	10.15639/teflinjournal.v32i1/1-28
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Learning; College Freshmen; Student Characteristics; Personality Traits; Anxiety; Classroom Communication; Context Effect; Language Proficiency; Self Efficacy; Young Adults; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Studienanfänger; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Angst; Klassengespräch; Language skill; Language skills; Sprachkompetenz; Self-efficacy; Selbstwirksamkeit; Young adult; Junger Erwachsener; Ausland
Abstract	Willingness to communicate (WTC) in English is specifically important because L2 (foreign/second language) communication is considered to be a key factor in L2 learning. When the opportunity to speak English arises, there are generally two options: speaking or avoiding it. Several factors might exert influence on the choice of either option by different individuals. In this vein, the current study investigated the underlying factors that lead to (un)willingness on the part of Iranian EFL (English as a Foreign Language) tertiary students. Through a purposive sampling procedure, this classroom-based case study recruited and examined 10 EFL learners in Iran over a period of three weeks. Data were collected employing semi-structured interviews, classroom observations and stimulated-recall interviews. Thematic analysis was performed to identify common themes from the participating students' ideas. Results reveal that participants' L2 WTC emerges as a result of the complex, dynamic and non-linear interaction between individual, contextual, and linguistic factors. These three factors interdependently exerted either facilitative or inhibitive impacts on an individual student's WTC in class at any point in time. The current study, therefore, reinforces the need for teachers to be aware of the multiple factors which lead learners to be more or less willing to communicate in L2 classrooms. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570; http://journal.teflin.org/index.php/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01