چکیده:
Using willingness to communicate (WTC) and socio-educational models as a framework, the
present study aimed at examining WTC in English and its underlying variables in a sample of 372
Iranian non-English major EFL learners. The data were collected through self-reported
questionnaires. Path analysis framework using the Amos Program with maximum likelihood
estimation was also utilized to examine the hypothesized model and the potential relationships
between the variables. The final model showed a very good fit to the data. The results of structural
equation modeling revealed that self-perceived communication competence (SPCC), international
posture and motivation were significant predictors of L2WTC. The findings also showed that L2
communication anxiety (CA), motivation, personality trait of agreeableness and teacher immediacy
could exert indirect effects on L2WTC. Furthermore, each of teacher immediacy and agreeableness
variables predicted both international posture and CA among the EFL learners. Following these
findings, potential factors affecting learners WTC should receive sufficient attention by teachers,
administrators and learners alike. By adopting more immediacy behaviors, EFL teachers can also
establish relaxing and supportive classroom climate and lower the learners’ affective filter. In such
an atmosphere learners are more emotionally secured, suffer less communication apprehension,
perceive themselves to be more proficient and motivated, obtain promoted international posture by
forming realistic attitudes toward different cultures, and consequently become more willing to
communicate in English.
خلاصه ماشینی:
In short, based on MacIntyre’s (1994) WTC mode and Gardner’s (1985) socio- educational model, the present study set out to test a model of L2 communication by examining the potential connections among L2WTC, motivation, perceived communication confidence, international posture, communication anxiety, teacher immediacy and personality trait of agreeableness among non-English major EFL learners.
Research has shown that attitudes on the learning situation and integrativeness exert the greatest impact on motivation, which in turn affect language achievement (Gardner, 2007; Hashimoto, 2002; MacIntyre & Charos, 1996) and higher levels of integrativeness and motivation engender more interaction among learners (Cetinkaya, 2005).
The initial hypothesized model Using willingness to communicate (WTC) and socio-educational models as a framework, the initially hypothesized model of the current study was formed by three latent variables (international posture, teacher immediacy and motivation) and four observed variables (SPCC, CA, WTC and personality trait of agreeableness).
Fig 1: The proposed L2WTC model Note: L2WTC = willingness to communicate in L2; con = L2 self-confidence; SPCC = self-perceived communicative competence; LCA = L2 communication anxiety; Agr = agreeableness; inp = international posture; IFO = interest in foreign affairs; IVA = interest in international vocation/activities; AAT = approach/avoidance tendency; IFO = intercultural friendship orientation in English learning; mtv = L2 motivation; MI: motivation intensity; ALE: attitude toward learning English; DTLE: desire to learn English; tim: teacher immediacy Method Participants For the purpose of this study, 398 Iranian non-English major undergraduate students were recruited randomly from Colleges of Humanities, Natural Resources, Engineering, Agriculture, Veterinarian and Basic Sciences at the University of Zabol.