Investigating Willingness to Communicate in English within the Turkish EFL Classroom Context

Autor/in	Yildiz, Cennet
Titel	Investigating Willingness to Communicate in English within the Turkish EFL Classroom Context
Quelle	In: International Journal of Curriculum and Instruction, 15 (2023) 1, S.192-218 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yildiz, Cennet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Interpersonal Communication; English (Second Language); Second Language Instruction; Communication Skills; Student Attitudes; Foreign Countries; Student Motivation; Self Efficacy; Beliefs; Classroom Environment; Vocabulary; College Students; Turkey + Suchen Sie Ihr Suchwort? Interpersonale Kommunikation; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Kommunikationsstil; Schülerverhalten; Ausland; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Klassenklima; Unterrichtsklima; Wortschatz; Collegestudent; Türkei
Abstract	The communicative component of language learning has gained importance in line with the needs of the 21st century. So, different factors which influence the communicative ability of language learners has caught the attention of the researchers. Willingness to communicate (WTC) is one of these individual variables which affects the communicative ability of learners and various aspects of this construct are widely investigated in different language learning contexts. However, the number of studies in Turkish English as a foreign language (EFL) context is limited. Thus, the primary goal of the study was to investigate L2 WTC in Turkey. 711 preparatory school students at a state university completed measures of WTC, communication confidence, motivation, ideal L2 self, learner beliefs, classroom environment, and a vocabulary test. According to the results of the structural model, the relationships of classroom environment with both WTC in English and communication confidence were fully mediated by motivation to learn English, ideal L2 self, and learner beliefs. Moreover, the relationships of learner beliefs and ideal self with WTC in English were fully mediated by communication confidence. Motivation to learn English directly influenced WTC. Lastly, vocabulary size indirectly influenced WTC through communication confidence. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.] (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: https://ijci.globets.org/index.php/IJCI/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01