چکیده:
This study aimed at investigating the relationship between Willingness to Communicate and EFL learners‟ Communication Apprehension, Self-perceived Communicative Competence, Self-regulation, Need for Closure, Tolerance of Ambiguity as well as Aggression. The participants of this study were 300 (197 female and 103 male) Iranian EFL learners of English language institutes in Isfahan. To fulfill the purpose of the study, participants were asked to answer seven questionnaires on Willingness to Communicate (WTC), Communication Apprehension (CA), Self-perceived Communicative Competence (SPCC), Self-regulation (SR), Need for Closure (NFC), Tolerance of Ambiguity (TA) and Aggression (Agg). The results of Structural Equation Modeling confirmed previous studies on the relationship between EFL learners‟ WTC and SPCC as well as CA asserting that WTC was positively correlated with SPCC and negatively with CA. It was also found that WTC positively correlated with TA. However, the findings revealed no relationship between WTC and SR, NFC and Agg. This study had implications for EFL learners and teachers regarding the factors influencing WTC in language classrooms.
خلاصه ماشینی:
Iran Received: 2019/03/31 Accepted: 2019/06/14 Abstract: This study aimed at investigating the relationship between Willingness to Communicate and EFL learners‟ Communication Apprehension, Self-perceived Communicative Competence, Self-regulation, Need for Closure, Tolerance of Ambiguity as well as Aggression.
To fulfill the purpose of the study, participants were asked to answer seven questionnaires on Willingness to Communicate (WTC), Communication Apprehension (CA), Self-perceived Communicative Competence (SPCC), Self-regulation (SR), Need for Closure (NFC), Tolerance of Ambiguity (TA) and Aggression (Agg).
A number of research have been carried out to find out different individual and contextual variables which affect WTC of L2 language learners both in the classroom context and outside (Cao, 2011; Cao & Philp, 2006; Kang, 2005; MacIntyre, Burns, & Jessome, 2011).
In this study, the researchers considered the participants' „self-perceived communication competence‟ (SPCC), „communication apprehension‟ and „aggression‟ as personality variables and „need for closure‟, „tolerance of ambiguity‟, and „self-regulation‟ as cognitive variables and examined the relationship of the mentioned variables with willingness to communicate (WTC).
Standard Estimates of Route Coefficients in the Final Structural Model Discussion This study was an attempt to investigate the relationship between students‟ WTC and their need for closure, tolerance of ambiguity, self-regulation, self-perceived communication competence, communication apprehension and aggression in the Iranian EFL context.
Material designers can focus on developing contexts to increase students‟ Self-Perceived Communicative Competence, their willingness to read, write, and speak and decrease their fear or anxiety which is crucial in learning English much more effectively.