چکیده:
Due to the growing emphasis of modern language pedagogy on meaningfulcommunication, L2 willingness to communicate (WTC) has recently become animportant concept in second language learning and communication. The presentstudy investigated the effects of individual differences on Iranian EFLlearners' willingness to communicate. As many as 431 students who were learningEnglish as a foreign language in language centers served as the participants of thestudy. McCroskey's (1992) questionnaire was utilized to measure students'willingness to communicate. A series of independent-samples t-tests and one-wayANOVAs were run to provide answers to the research questions. The resultsindicated no significant difference among the participants in terms of gender, major,age, and personality types; however, significant difference was found with respect toother variables such as proficiency level, length of studying, being abroad, andcommunicating with foreigners. Therefore, the effects of Iranian EFL individualdifferences on their L2 WTC were partially confirmed. The importance of thepresent study lies in its theoretical contributions to the WTC research and thepedagogical implications for both second language teaching and learning.
خلاصه ماشینی:
The results indicated no significant difference among the participants in terms of gender, major, age, and personality types; however, significant difference was found with respect to other variables such as proficiency level, length of studying, being abroad, and communicating with foreigners.
MacIntyre, Baker, Clement, and Donovan (2002) examined the impacts of age and gender on WTC and other variables including apprehension, perceived competence, and L2 motivation among junior high school L2 French immersion students in a Canadian context.
In addition to descriptive statistics, a One-Way ANOVA and an independent samples t- test were also run to determine the effects of each learner variable such as gender, major, age, proficiency level, length of studying, being abroad and communicating with foreigners, and personality types on the L2 WTC among EFL learners.
Independent Sample t-test for gender (View the image of this page) The obtained results can be taken as evidence for Menzel and Carrel's (1999) study in which the researchers surveyed 256 undergraduate students for their perceptions of their learning, willingness to talk in class, and instructor’s verbal and nonverbal immediacy behavior with responses grouped by the instructors’ gender and the students’ gender.
For instance, unlike this study, MacIntyre, Baker, Clement, and Donovan (2002) examined the impacts of gender on WTC and other variables including apprehension, perceived competence, and L2 motivation among junior high school L2 French immersion students in a Canadian context.
Descriptive statistics for WTC in terms of major (View the image of this page) A one-way ANOVA between the groups was run to explore the effect of discipline on willingness to communicate among EFL learners.