Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context.
In: TESOL Quarterly, Jg. 50 (2016-03-01), Heft 1, S. 154-180
Online
academicJournal
Zugriff:
This study examined willingness to communicate ( WTC) in English among Iranian EFL learners in the classroom context. For this purpose, a second language willingness to communicate (L2 WTC) model based on WTC theory (MacIntyre, Clément, Dörnyei, & Noels, 1998) and empirical studies was proposed and tested using structural equation modeling ( SEM). This model examined the interrelationships among WTC in English, communication confidence, motivation, classroom environment, attitudes toward learning English, and English language achievement. A total of 243 English-major university students in Iran completed a questionnaire. The proposed SEM model adequately fitted the data. Results of the SEM indicated that classroom environment was the strongest direct predictor of L2 WTC; communication confidence directly affected WTC; motivation indirectly affected WTC through communication confidence; English language proficiency indirectly affected WTC through communication confidence; and the classroom environment directly affected attitudes, motivation, and communication confidence. [ABSTRACT FROM AUTHOR]
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Titel: |
Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context.
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Autor/in / Beteiligte Person: | Khajavy, Gholam Hassan ; Ghonsooly, Behzad ; Hosseini Fatemi, Azar ; Choi, Charles W. |
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Zeitschrift: | TESOL Quarterly, Jg. 50 (2016-03-01), Heft 1, S. 154-180 |
Veröffentlichung: | 2016 |
Medientyp: | academicJournal |
ISSN: | 0039-8322 (print) |
DOI: | 10.1002/tesq.204 |
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