Willingness to Communicate Orally: The Case of Iranian EFL Learners
This study sets out to develop a questionnaire on willingness to communicate (WTC) orally specific to English as a Foreign Language setting. It also aims to investigate the effect of three independent variables of interlocutor, age and gender on the same construct of WTC orally. Exploratory factor a...
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| Veröffentlicht in: | Journal of psycholinguistic research 2017-12, Vol.46 (6), p.1509-1527 |
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| container_title | Journal of psycholinguistic research |
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| creator | Tavakoli, Elaheh Davoudi, Mohammad |
| description | This study sets out to develop a questionnaire on willingness to communicate (WTC) orally specific to English as a Foreign Language setting. It also aims to investigate the effect of three independent variables of interlocutor, age and gender on the same construct of WTC orally. Exploratory factor analysis resulted in three dimensions to WTC, namely WTC with teacher, with classmate, and stranger. Also Cronbach’s alpha of .86 indicated a high internal consistency. Mixed between–within subjects analysis of variance was used to assess the impact of interlocutors, age and gender on participants’ WTC across the three WTC subscale scores. The results showed no interaction effect between any of pairs of variables but the main effect of interlocutor on WTC orally. The results are discussed in the context of language teaching and some pedagogical implications are suggested. |
| doi_str_mv | 10.1007/s10936-017-9504-0 |
| format | Article |
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It also aims to investigate the effect of three independent variables of interlocutor, age and gender on the same construct of WTC orally. Exploratory factor analysis resulted in three dimensions to WTC, namely WTC with teacher, with classmate, and stranger. Also Cronbach’s alpha of .86 indicated a high internal consistency. Mixed between–within subjects analysis of variance was used to assess the impact of interlocutors, age and gender on participants’ WTC across the three WTC subscale scores. The results showed no interaction effect between any of pairs of variables but the main effect of interlocutor on WTC orally. The results are discussed in the context of language teaching and some pedagogical implications are suggested.</description><identifier>ISSN: 0090-6905</identifier><identifier>EISSN: 1573-6555</identifier><identifier>DOI: 10.1007/s10936-017-9504-0</identifier><identifier>PMID: 28631184</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Adolescent ; Adult ; Age Differences ; Attitude Measures ; Behavioral Science and Psychology ; Child ; Cognitive Psychology ; English (Second Language) ; English as a second language instruction ; Factor Analysis ; Female ; Foreign Countries ; Gender Differences ; Humans ; Interaction ; Interpersonal Communication ; Interpersonal Relationship ; Iran ; Language ; Learning - physiology ; Male ; Middle Aged ; Motivation ; Motivation - physiology ; Multilingualism ; Native-nonnative speaker communication ; Oral Language ; Peer Relationship ; Psycholinguistics ; Psychology ; Questionnaires ; Second Language Instruction ; Second language teachers ; Speech - physiology ; Teacher Student Relationship ; Willingness to communicate ; Young Adult</subject><ispartof>Journal of psycholinguistic research, 2017-12, Vol.46 (6), p.1509-1527</ispartof><rights>Springer Science+Business Media, LLC 2017</rights><rights>Journal of Psycholinguistic Research is a copyright of Springer, 2017.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c394t-5fe6446b570ec516f7b9f564959b317ab31c3b428312776f89b9d2e8772beac3</citedby><cites>FETCH-LOGICAL-c394t-5fe6446b570ec516f7b9f564959b317ab31c3b428312776f89b9d2e8772beac3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10936-017-9504-0$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10936-017-9504-0$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,780,784,27924,27925,41488,42557,51319</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1158502$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/28631184$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Tavakoli, Elaheh</creatorcontrib><creatorcontrib>Davoudi, Mohammad</creatorcontrib><title>Willingness to Communicate Orally: The Case of Iranian EFL Learners</title><title>Journal of psycholinguistic research</title><addtitle>J Psycholinguist Res</addtitle><addtitle>J Psycholinguist Res</addtitle><description>This study sets out to develop a questionnaire on willingness to communicate (WTC) orally specific to English as a Foreign Language setting. It also aims to investigate the effect of three independent variables of interlocutor, age and gender on the same construct of WTC orally. Exploratory factor analysis resulted in three dimensions to WTC, namely WTC with teacher, with classmate, and stranger. Also Cronbach’s alpha of .86 indicated a high internal consistency. Mixed between–within subjects analysis of variance was used to assess the impact of interlocutors, age and gender on participants’ WTC across the three WTC subscale scores. The results showed no interaction effect between any of pairs of variables but the main effect of interlocutor on WTC orally. The results are discussed in the context of language teaching and some pedagogical implications are suggested.</description><subject>Adolescent</subject><subject>Adult</subject><subject>Age Differences</subject><subject>Attitude Measures</subject><subject>Behavioral Science and Psychology</subject><subject>Child</subject><subject>Cognitive Psychology</subject><subject>English (Second Language)</subject><subject>English as a second language instruction</subject><subject>Factor Analysis</subject><subject>Female</subject><subject>Foreign Countries</subject><subject>Gender Differences</subject><subject>Humans</subject><subject>Interaction</subject><subject>Interpersonal Communication</subject><subject>Interpersonal Relationship</subject><subject>Iran</subject><subject>Language</subject><subject>Learning - physiology</subject><subject>Male</subject><subject>Middle Aged</subject><subject>Motivation</subject><subject>Motivation - physiology</subject><subject>Multilingualism</subject><subject>Native-nonnative speaker communication</subject><subject>Oral Language</subject><subject>Peer Relationship</subject><subject>Psycholinguistics</subject><subject>Psychology</subject><subject>Questionnaires</subject><subject>Second Language Instruction</subject><subject>Second language teachers</subject><subject>Speech - 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physiology</topic><topic>Male</topic><topic>Middle Aged</topic><topic>Motivation</topic><topic>Motivation - physiology</topic><topic>Multilingualism</topic><topic>Native-nonnative speaker communication</topic><topic>Oral Language</topic><topic>Peer Relationship</topic><topic>Psycholinguistics</topic><topic>Psychology</topic><topic>Questionnaires</topic><topic>Second Language Instruction</topic><topic>Second language teachers</topic><topic>Speech - physiology</topic><topic>Teacher Student Relationship</topic><topic>Willingness to communicate</topic><topic>Young Adult</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Tavakoli, Elaheh</creatorcontrib><creatorcontrib>Davoudi, Mohammad</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Social Science Database (Alumni Edition)</collection><collection>ProQuest Pharma Collection</collection><collection>ComDisDome</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Psychology Database</collection><collection>Research Library</collection><collection>Social Science Database</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of psycholinguistic research</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Tavakoli, Elaheh</au><au>Davoudi, Mohammad</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1158502</ericid><atitle>Willingness to Communicate Orally: The Case of Iranian EFL Learners</atitle><jtitle>Journal of psycholinguistic research</jtitle><stitle>J Psycholinguist Res</stitle><addtitle>J Psycholinguist Res</addtitle><date>2017-12-01</date><risdate>2017</risdate><volume>46</volume><issue>6</issue><spage>1509</spage><epage>1527</epage><pages>1509-1527</pages><issn>0090-6905</issn><eissn>1573-6555</eissn><abstract>This study sets out to develop a questionnaire on willingness to communicate (WTC) orally specific to English as a Foreign Language setting. It also aims to investigate the effect of three independent variables of interlocutor, age and gender on the same construct of WTC orally. Exploratory factor analysis resulted in three dimensions to WTC, namely WTC with teacher, with classmate, and stranger. Also Cronbach’s alpha of .86 indicated a high internal consistency. Mixed between–within subjects analysis of variance was used to assess the impact of interlocutors, age and gender on participants’ WTC across the three WTC subscale scores. The results showed no interaction effect between any of pairs of variables but the main effect of interlocutor on WTC orally. The results are discussed in the context of language teaching and some pedagogical implications are suggested.</abstract><cop>New York</cop><pub>Springer US</pub><pmid>28631184</pmid><doi>10.1007/s10936-017-9504-0</doi><tpages>19</tpages></addata></record> |
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| subjects | Adolescent Adult Age Differences Attitude Measures Behavioral Science and Psychology Child Cognitive Psychology English (Second Language) English as a second language instruction Factor Analysis Female Foreign Countries Gender Differences Humans Interaction Interpersonal Communication Interpersonal Relationship Iran Language Learning - physiology Male Middle Aged Motivation Motivation - physiology Multilingualism Native-nonnative speaker communication Oral Language Peer Relationship Psycholinguistics Psychology Questionnaires Second Language Instruction Second language teachers Speech - physiology Teacher Student Relationship Willingness to communicate Young Adult |
| title | Willingness to Communicate Orally: The Case of Iranian EFL Learners |
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