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An Investigation of University Students’ Willingness to Communicate in English in Relation to Some Learner Variables

Yıl 2017, Cilt: 7 Sayı: 2, 449 - 461, 07.09.2017

Öz

Over the last two decades, scientific studies on willingness to communicate have been carried out in many countries such as America, Canada, England, Germany, Spain, Italy, Japan, China, Iran and Turkey. Despite many studies on willingness to communicate in the world and our country, university students’ willingness to communicate has not been studied by researchers. With this in mind, this study aimed to examine the randomly selected 328 students’ willingness to communicate at a state university in the Western part of our country in relation to some student variables. In the present study, the willingness to communicate scale developed by McCroskey (1992) was used as a data collection instrument. The first part of the scale contained personal information such as age, gender, major, and having direct contact with English-speaking people at the university. In the second part of the scale, there were 20 items measuring students' willingness to communicate in English. However, eight filler items were not analyzed. The results of the study showed that students had moderate WTC in English. While it was found in the study that learner variables such as major and having direct contact with English speaking people had effect on university students’ willingness to communicate in English, learner variables such as age and gender were not found to have effect on their WTC in English.

Kaynakça

  • Adachi, R. (2009). Motivation of learning English and intercultural communication: A case of Japanese college's students. Journals of School of ForeignLanguages, 37: 119-143. Afghari, A., & Sadeghi, E. (2012).The effect of EFL learners' gender and second language proficiency on willingness to communicate. Sheikhbahaee University EFL Journal, 1 (1): 49-65. Aiello, J., Martino, E., & Sabato, B. (2015). Preparing teachers in Italy for CLIL: reflections on assessment, language proficiency and willingness to communicate. International Journal of Bilingual Education and Bilingualism, 20 (1): 69-83. Akbarzadeh, M., & Narafshan, M.H. (2016). The relationship between anxiety provoking factors and EFL learners’ willingness to communicate. Research Journal of English Language and Literature (RJELAL), 4 (1): 2395-2636. Alemi, M., Tajeddin, Z., & Mesbah, Z. (2013). Willingness to communicate in L2 English: Impact of learner variables. Journal of Research in Applied Linguistics, 4 (1): 42-61. Aliakbari, M., & Mahjoob, E. (2016). The relationship between age and willingness to communicate in an Iranian EFL context. Journal of Applied Linguistics and Language Research, 3 (1): 54-65. Asmalı, M. (2016). Willingness to communicate of foreign language learners in Turkish context. Procedia-Social and Behavioral Sciences, 232: 188-195. Baghaei, P, Dourakhshan, A, & Salavati, O. (2012). The relationship between willingness to communicate and success in learning English as a foreign language. MJAL, 4 (2): 53-67. Baker, S.C., & MacIntyre, P.D. (2000). The role of gender and immersion in communication and second language orientation. Language learning, 50 (2): 311- 341. Bektaş, Ç. Y. (2005). Turkish collage students’ willingness to communicate in English as a foreign language (Unpublished Doctoral Dissertation). Ohio: The Ohio State University. Cao, Y., & Philp, J. (2006). Interactional context and willingness to communicate: A comparision of behavior in whole class, group and dyadic interaction. System, 34 (4): 480–93. Clément, R., Baker, S.C., & MacIntyre, P. D. (2003). Willingness to communicate in a second language: The effects of context, norms, and vitality. Journal of Language and Social Psychology, 22 (2): 190-209. Csizer, K., & Kormos, J. (2009). Modelling the role of inter-cultural contact in the motivation of learning English as a foreign language. Applied Linguistics, 30 (2): 166-185. Donovan, L. A., & MacIntyre, P.D. (2004). Age and sex differences in willingness to communicate. Communication Research Reports, 21 (4): 420-427. Edwards, P. A. (2006) Willingness to communicate among Korean learners of English (Unpublished Doctoral Dissertation). Nottingham: University of Nottingham. Ghanbarpour, M. (2016). Willingness to communicate, linguistic self-confidence, and language-use anxiety: The Iranian EFL context. Theory and Practice in Language Studies, 6 (12): 2265-2271. Harmer, J. (2000). How to teach English. Beijing: Foreign Language Teaching and Research Press & Pearson Education Limited. Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Second Language Studies, 20 (2): 29-70. Jamaleddin, Z. (2015). A comparison between male and female in their willingness to communicate and use of socio-affective strategies. International Journal of English and Education, 4 (4): 311-319. Lahuerta, A. (2014). Factors affecting willingness to communicate in a Spanish university context. International Journal of English Studies, 14 (2): 39-55. Léger, D. S., & Storch, N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37 (2): 269–85. Lu, Y. (2007). Willingness to Communicate in Intercultural Interactions Between Chinese and Americans (Unpublished MA Thesis). University of Wyoming. MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15: 3–26. Available from: http://dx.doi.org/10.1177/0261927X960151 001, accessed 10 April, 2017. MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal, 82: 545-562. MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and languagelearning orientations of immersion students. Studies in Second Language Acquisition, 23: 369-388. Maclntyre, P. D., Baker, S. C., Clement, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52: 537-564. MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2003). Talking in order to learn: Willingness to communicate and intensive language programs. Canadian Modern Language Review, 59 (4): 589-607. Maftoon, P., & Sarem, S.N. (2013). Gender and willingness to communicate. Iranian Journal of Language Issues, 1, 1. McCroskey, J. C., & Richmond, V. P. (1987). Willingness to communicate. In J. C. McCroskey& J. A. Daly (eds.), Personality and interpersonal communication. Newbury Park, CA: Sage, 129-156. McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40: 16-25. Moazzam, I. (2014). A comparison of willingness to communicate (WTC) between Iranian EFL and EAP learners. International Journal of Research Studies in Language Learning, 3 (7): 57-72. Nadafian, M., & Mehrdad, A. G. (2015). The relationship between EFL Students’gender and their willingness to communicate in same-sex classrooms. International Journal of Educational Investigations, 2 (1): 93-102. Nazari, A., & Allahyar, N.(2012). Increasing willingness to communicate among English as a foreign language (EFL) students: Effective teaching strategies. Investigations in University Teaching and Learning, 8: 18-29. Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37: 269-275. Peng, J. (2007). Willingness to communicate in an L2 and integrative motivation among college students in an intensive English language program in China. University of Sydney Papers in TESOL, 2: 33-59. Peng, J.E. (2014). Willingness to communicate in the Chinese EFL university classroom: An ecological perspective. Toronto: Multilingual Matters. Philp, J., Adams, R., & Iwashite, N. (2014). Peer interaction and second language learning. Oxford: Routledge. Rico, B. (2015). Unfolding individual differences in the CLIL primary classroom: Comparing ‘Social Science’ and ‘Natural Science’: A study of motivation, anxiety and willingness to communicate in the 5th grade in Extremadura (Unpublished M.A Thesis). Extremadura: University of Extremadura, Spain. Sarah, W. (2013). German-English communication: A cross-cultural challenge. Journal of International Students, 3 (1): 70-71 Şener, S. (2014). Turkish ELT students’ willingness to communicate in English. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 3 (2): 91-109. Valadi, A., Rezaee, A., & Baharvand, P.G. (2015). The relationship between language learners’ willingness to communicate and their oral language proficiency with regard to gender differences. International Journal of Applied Linguistics and English Literature, 4 (5): 147-153. Vongsila, V., & Reinders, H. (2016). Making Asian learners talk: Encouraging willingness to communicate. RELC Journal, 1: 17. Watanabe, M. (2013). Willingness to communicate and Japanese high school Englishlearners. JALT Journal, 35 (2): 153-172. Xie, Q. (2011). Willingness to communicate in English among secondary school students in the rural Chinese English as a Foreign Language (EFL) classroom (Unpublished M.A Thesis). Auckland: Auckland University of Technology, New Zealand. Yang, C. (2015). East to west, are Chinese students willing to communicate? A mixed-method study about Chinese students' willingness to communicate. Unpublished M.A Thesis. St. Cloud, Minnesota, United States: St. Cloud State University. Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). The influences of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54 (1): 119-152. Yashima, T., & Zenuk-Nishide, L. (2008). The impact of learning contexts on proficiency, attitudes, and L2 communication: Creating an imagined international community. System, 36: 566-585. Yu, M. (2009). Willingness to communicate of foreign language learners in a Chinese setting. Unpublished doctoral dissertation. Florida State University. Zarrinabadi, Z. (2014). Communicating in a second language: Investigating the effect of teacher on learners’ willingness to communicate. System, 42, 1: 288-295. Zhou, X., & Zhou, Y. (2002). The investigation and analysis of college English teacher talk. Foreign Language Teaching and Research, 1: 59-68.
Yıl 2017, Cilt: 7 Sayı: 2, 449 - 461, 07.09.2017

Öz

Kaynakça

  • Adachi, R. (2009). Motivation of learning English and intercultural communication: A case of Japanese college's students. Journals of School of ForeignLanguages, 37: 119-143. Afghari, A., & Sadeghi, E. (2012).The effect of EFL learners' gender and second language proficiency on willingness to communicate. Sheikhbahaee University EFL Journal, 1 (1): 49-65. Aiello, J., Martino, E., & Sabato, B. (2015). Preparing teachers in Italy for CLIL: reflections on assessment, language proficiency and willingness to communicate. International Journal of Bilingual Education and Bilingualism, 20 (1): 69-83. Akbarzadeh, M., & Narafshan, M.H. (2016). The relationship between anxiety provoking factors and EFL learners’ willingness to communicate. Research Journal of English Language and Literature (RJELAL), 4 (1): 2395-2636. Alemi, M., Tajeddin, Z., & Mesbah, Z. (2013). Willingness to communicate in L2 English: Impact of learner variables. Journal of Research in Applied Linguistics, 4 (1): 42-61. Aliakbari, M., & Mahjoob, E. (2016). The relationship between age and willingness to communicate in an Iranian EFL context. Journal of Applied Linguistics and Language Research, 3 (1): 54-65. Asmalı, M. (2016). Willingness to communicate of foreign language learners in Turkish context. Procedia-Social and Behavioral Sciences, 232: 188-195. Baghaei, P, Dourakhshan, A, & Salavati, O. (2012). The relationship between willingness to communicate and success in learning English as a foreign language. MJAL, 4 (2): 53-67. Baker, S.C., & MacIntyre, P.D. (2000). The role of gender and immersion in communication and second language orientation. Language learning, 50 (2): 311- 341. Bektaş, Ç. Y. (2005). Turkish collage students’ willingness to communicate in English as a foreign language (Unpublished Doctoral Dissertation). Ohio: The Ohio State University. Cao, Y., & Philp, J. (2006). Interactional context and willingness to communicate: A comparision of behavior in whole class, group and dyadic interaction. System, 34 (4): 480–93. Clément, R., Baker, S.C., & MacIntyre, P. D. (2003). Willingness to communicate in a second language: The effects of context, norms, and vitality. Journal of Language and Social Psychology, 22 (2): 190-209. Csizer, K., & Kormos, J. (2009). Modelling the role of inter-cultural contact in the motivation of learning English as a foreign language. Applied Linguistics, 30 (2): 166-185. Donovan, L. A., & MacIntyre, P.D. (2004). Age and sex differences in willingness to communicate. Communication Research Reports, 21 (4): 420-427. Edwards, P. A. (2006) Willingness to communicate among Korean learners of English (Unpublished Doctoral Dissertation). Nottingham: University of Nottingham. Ghanbarpour, M. (2016). Willingness to communicate, linguistic self-confidence, and language-use anxiety: The Iranian EFL context. Theory and Practice in Language Studies, 6 (12): 2265-2271. Harmer, J. (2000). How to teach English. Beijing: Foreign Language Teaching and Research Press & Pearson Education Limited. Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Second Language Studies, 20 (2): 29-70. Jamaleddin, Z. (2015). A comparison between male and female in their willingness to communicate and use of socio-affective strategies. International Journal of English and Education, 4 (4): 311-319. Lahuerta, A. (2014). Factors affecting willingness to communicate in a Spanish university context. International Journal of English Studies, 14 (2): 39-55. Léger, D. S., & Storch, N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37 (2): 269–85. Lu, Y. (2007). Willingness to Communicate in Intercultural Interactions Between Chinese and Americans (Unpublished MA Thesis). University of Wyoming. MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15: 3–26. Available from: http://dx.doi.org/10.1177/0261927X960151 001, accessed 10 April, 2017. MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal, 82: 545-562. MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and languagelearning orientations of immersion students. Studies in Second Language Acquisition, 23: 369-388. Maclntyre, P. D., Baker, S. C., Clement, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52: 537-564. MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2003). Talking in order to learn: Willingness to communicate and intensive language programs. Canadian Modern Language Review, 59 (4): 589-607. Maftoon, P., & Sarem, S.N. (2013). Gender and willingness to communicate. Iranian Journal of Language Issues, 1, 1. McCroskey, J. C., & Richmond, V. P. (1987). Willingness to communicate. In J. C. McCroskey& J. A. Daly (eds.), Personality and interpersonal communication. Newbury Park, CA: Sage, 129-156. McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40: 16-25. Moazzam, I. (2014). A comparison of willingness to communicate (WTC) between Iranian EFL and EAP learners. International Journal of Research Studies in Language Learning, 3 (7): 57-72. Nadafian, M., & Mehrdad, A. G. (2015). The relationship between EFL Students’gender and their willingness to communicate in same-sex classrooms. International Journal of Educational Investigations, 2 (1): 93-102. Nazari, A., & Allahyar, N.(2012). Increasing willingness to communicate among English as a foreign language (EFL) students: Effective teaching strategies. Investigations in University Teaching and Learning, 8: 18-29. Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37: 269-275. Peng, J. (2007). Willingness to communicate in an L2 and integrative motivation among college students in an intensive English language program in China. University of Sydney Papers in TESOL, 2: 33-59. Peng, J.E. (2014). Willingness to communicate in the Chinese EFL university classroom: An ecological perspective. Toronto: Multilingual Matters. Philp, J., Adams, R., & Iwashite, N. (2014). Peer interaction and second language learning. Oxford: Routledge. Rico, B. (2015). Unfolding individual differences in the CLIL primary classroom: Comparing ‘Social Science’ and ‘Natural Science’: A study of motivation, anxiety and willingness to communicate in the 5th grade in Extremadura (Unpublished M.A Thesis). Extremadura: University of Extremadura, Spain. Sarah, W. (2013). German-English communication: A cross-cultural challenge. Journal of International Students, 3 (1): 70-71 Şener, S. (2014). Turkish ELT students’ willingness to communicate in English. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 3 (2): 91-109. Valadi, A., Rezaee, A., & Baharvand, P.G. (2015). The relationship between language learners’ willingness to communicate and their oral language proficiency with regard to gender differences. International Journal of Applied Linguistics and English Literature, 4 (5): 147-153. Vongsila, V., & Reinders, H. (2016). Making Asian learners talk: Encouraging willingness to communicate. RELC Journal, 1: 17. Watanabe, M. (2013). Willingness to communicate and Japanese high school Englishlearners. JALT Journal, 35 (2): 153-172. Xie, Q. (2011). Willingness to communicate in English among secondary school students in the rural Chinese English as a Foreign Language (EFL) classroom (Unpublished M.A Thesis). Auckland: Auckland University of Technology, New Zealand. Yang, C. (2015). East to west, are Chinese students willing to communicate? A mixed-method study about Chinese students' willingness to communicate. Unpublished M.A Thesis. St. Cloud, Minnesota, United States: St. Cloud State University. Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). The influences of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54 (1): 119-152. Yashima, T., & Zenuk-Nishide, L. (2008). The impact of learning contexts on proficiency, attitudes, and L2 communication: Creating an imagined international community. System, 36: 566-585. Yu, M. (2009). Willingness to communicate of foreign language learners in a Chinese setting. Unpublished doctoral dissertation. Florida State University. Zarrinabadi, Z. (2014). Communicating in a second language: Investigating the effect of teacher on learners’ willingness to communicate. System, 42, 1: 288-295. Zhou, X., & Zhou, Y. (2002). The investigation and analysis of college English teacher talk. Foreign Language Teaching and Research, 1: 59-68.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Murat Hişmanoğlu

Fatma Özüdoğru Bu kişi benim

Yayımlanma Tarihi 7 Eylül 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 7 Sayı: 2

Kaynak Göster

APA Hişmanoğlu, M., & Özüdoğru, F. (2017). An Investigation of University Students’ Willingness to Communicate in English in Relation to Some Learner Variables. Karabük Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(2), 449-461.