EFL 학습자의 의사소통의지와 구두의사소통능력

李海蓮(Hai-lian Li) 한국영어교육연구학회 2005 영어교육연구 Vol.- No.30

The purpose of this study was to examine the willingness to communicate (WTC) in English and oral performance of university students who are learning English as a Foreign Language (EFL) in Korea. Correlations between WTC and oral performance were tested from a sample of 101 Korean university students. The results of the study based on descriptive statistics, factor analysis, reliability coefficients, correlation coefficients and multiple regression analysis, suggest that: (1) WTC and oral proficiency were significantly correlated, (2) WTC inside and outside the classroom showed strong positive correlations with oral performance, supporting the results of MacIntyre & Charos (1996) and Hashimoto (2002)’s studies, and (3) female students and high grade students showed higher rates of willingness to communicate outside the classroom, while English major students rated a higher willingness to communicate both inside and outside the classroom than non-English major students. The findings of the study imply that English teachers might consider students’ willingness to communicate inside the classroom and try to elicit students’ willingness to communicate both inside and outside of the classroom. The current study recognizes the potential for using WTC as a strategic approach to develop English oral performance.

Structural Equation Modeling of Korean Secondary and College Students’ Willingness to Communicate in English

최재호 현대영어교육학회 2021 현대영어교육 Vol.22 No.1

With the growing importance of English communication competence in global communications and English learning, willingness to communicate (WTC) has received attention as a predictor of students’ participation in communicative learning activities. Research on L2 WTC has reported causal relations between L2 WTC and personal and situational factors including motivation, perceived competence, L2 anxiety, and classroom environment. This study examined a hypothesized structural model of causal relations between L1 WTC, L2 communication competence, intrinsic language learning motivation, L2 speaking anxiety, classroom environment‒teacher support, task orientation, and peer support‒ and L2 WTC. A total of 1,277 college and secondary students participated in a survey. The data were analyzed to examine a structural equation model of L2 WTC in EFL class in Korea. Analysis procedures included exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and estimation of structural equation modeling (SEM). The results evidenced the fitness of the hypothesized SEM. The findings confirmed casual relationships between latent variables in the model. Direct effects of motivation, perceived competence, and L1 WTC were significant on L2 WTC. Indirect causation was also found to be significant. L2 anxiety had a negative indirect effect on L2 WTC, mediated by competence. Classroom environment affected L2 WTC through motivation and competence. Motivation significantly influenced L2 WTC both directly and indirectly. Discussions on research results and implications and limitations of the study are presented.

Korean University Students’ Willingness to Communicate

( Jung Mi Ae ) 대한영어영문학회 2010 영어영문학연구 Vol.36 No.1

This study aims to investigate how Korean university students are willing to communicate in English and how their willingness to communicate (WTC) in English is correlated with individual difference factors such as self-perceived communication competence (PC), communication apprehension (CA), their self-evaluated English proficiency, and their personality. The participants were 124 Korean university students who were studying English as a foreign language in Korea. They responded to the questionnaires concerning their perceptions of WTC and the individual difference factors. Descriptive analysis, correlation analysis, ANOVA, and multiple regression were used for this study. The findings indicated that: (a) students tended to perceive themselves to have intermediate English proficiency, to be more or less extroverted, and to have moderate WTC, PC, and CA; (b) overall, there were no significant gender differences in WTC and the individual difference factors; (c) WTC was significantly positively correlated with proficiency, personality, and PC, while WTC was significantly negatively correlated with CA; (d) PC was the strongest predictor of WTC. (Geumgang University)

온라인과 오프라인 영어 수업에서 초등학생의 의사소통의지에 관한 비교 연구

전하성 ( Hasung Jun ),윤현숙 ( Hyunsook Yoon ) 한국외국어대학교 외국어교육연구소 2022 외국어교육연구 Vol.36 No.4

Individual learners’ communicative inclinations in online classes are gaining more and more attention. However, there has been little comparative analysis on how learners’ willingness to communicate (WTC) in English varies in offline and online classes. This study aims to compare elementary school students’ L2 WTC in the two class situations and analyze the difference in relation to the learner’s individual differences. Forty-two students participated in six sessions of English speaking classes: three sessions via Zoom video conference and the other three in face-to-face classes. Three rounds of the survey were carried out after the classes to measure their L2 WTC (online & offline) and the other five learner variables: communication anxiety, English learning motivation, international posture, self-perceived communication competence, and frequency and amount of communication in English (online & offline). Then interviews were conducted with a focus group of three pairs of students. The results found that their L2 WTC was lower in online classes than in offline classes. The thematic analysis of the interviews revealed that limited interaction patterns, less social presence, limited nonverbal communication, and technological issues reduced online L2 WTC. In addition, correlation analysis showed that each learner variable had a stronger correlation with WTC in offline than in online classes. The results of the study suggest that online classes should be used as an auxiliary for face-to-face classes and that interaction patterns suitable for individual learners should be used to overcome the limitations of online classes and increase students’ WTC.

Korean University Students’ Willingness to Communicate

정미애 대한영어영문학회 2010 영어영문학연구 Vol.36 No.1

This study aims to investigate how Korean university students are willing to communicate in English and how their willingness to communicate (WTC) in English is correlated with individual difference factors such as self-perceived communication competence (PC), communication apprehension (CA), their self-evaluated English proficiency, and their personality. The participants were 124 Korean university students who were studying English as a foreign language in Korea. They responded to the questionnaires concerning their perceptions of WTC and the individual difference factors. Descriptive analysis, correlation analysis, ANOVA, and multiple regression were used for this study. The findings indicated that: (a) students tended to perceive themselves to have intermediate English proficiency, to be more or less extroverted, and to have moderate WTC, PC, and CA; (b) overall, there were no significant gender differences in WTC and the individual difference factors; (c) WTC was significantly positively correlated with proficiency, personality, and PC, while WTC was significantly negatively correlated with CA; (d) PC was the strongest predictor of WTC. (Geumgang University)

EFL 학습자의 WTC와 의사소통행동 분석

이해련(Hae-Ryeon Lee) 한국중원언어학회 2014 언어학연구 Vol.0 No.32

WTC in L2 is one of the most important factors that can affect success in developing oral competence in L2. This study (n = 9) was designed 1) to examine the consistency between Korean EFL students’ willingness to communicate (WTC) in English and their actual communication behaviors in English, and 2) to explore the factors affecting their communication behaviors in English. The participants’ levels of WTC were measured with a survey questionnaire with eight items with the 7-Likert scale. Their actual communication behaviors were determined by the frequency of voluntary participation in conversation classes with a native English-speaking teacher, which were videotaped. The oral interviews were intended to answer the second research question. Based on the data analysis, it was found that there was no significant consistency between their levels of WTC and their actual communication behaviors. The findings of this study further indicated that their WTC would be affected by such factors as familiarity with interlocutor(s), group size, topics, teacher enthusiasm, responsibility, and linguistic factors. At the end of the study, some pedagogical implications for English education were suggested.

Factors Affecting L2 Speakers’ Responsibility and Willingness to Communicate

강수자 한국현대영어영문학회 2019 현대영어영문학 Vol.63 No.4

Second language (L2) speakers’ willingness to communicate (WTC), which has been reported to play an important role in language learning, can dynamically emerge under three psychological conditions: security, excitement, and responsibility (Kang, 2005). This qualitative study explored factors that influenced L2 speakers’ WTC stemming from their feeling of responsibility, one of the three psychological conditions necessary for creating WTC during communication. The participants were Korean students studying in a university in the USA. The data were collected from interviews, natural conversations recorded in various settings, and stimulated recalls on the recorded conversations. The inductive analysis of the data revealed that L2 speakers’ responsibility and the resulting WTC were affected by various factors: (1) topic factors (topics driving personal motives & topics driving intergroup motives, (2) message factors (the importance of the message & the newness of the information) (3) interlocutor factors (the number, native language, & level of interest & excitement) and (4) speaker-interlocutor relational factors (the relative language proficiency & the relative topic knowledge). Drawing on the findings, this study suggests that L2 educators should make their efforts to increase L2 learners’ feeling of responsibility in the classrooms by controlling various situational factors identified in this study. In so doing, L2 educators can help L2 learners create or increase their responsibility and the resulting WTC, actively participate in classroom discussions and activities, and facilitate their language learning.

Unraveling EFL Learners' Willingness to Communicate and Variables Germane to the WTC

김영상 현대영미어문학회 2012 현대영미어문학 Vol.30 No.3

A substantial body of research is replete with research studies demonstrating the extent to which language learners’ willingness to communicate (WTC) is correlated with individual variation factors and the majority of these studies have been conducted in western academia. With very few exceptions, however, little research has been carried out on Korean university learners that focuses on the construct of WTC in English and the relations of the construct to other intervening variables. This article explores the construct of WTC and some of the individual difference factors (or affectives) pertinent to the construct in terms of multiple mediation. The testing of indirect effects by a method of bootstrapping determines mediation of the effect of personality on WTC via potential intervening variables. The analysis of the data reveals the presence of indirect effects associated with some of the mediator variables. Both Attitudes toward Learning English (ALE) and Perceived Competence in English (PC) serve as mediators of the effect of EFL students' personality on WTC.

Factors Affecting the Fluctuation of Speakers’ Excitement in L2 Communication

Kang, Su-Ja 한국중앙영어영문학회 2007 영어영문학연구 Vol.49 No.3

As willingness to communicate (WTC) has been proposed as one of the key concepts in L2 learning and instruction, speakers’ psychological antecedents to WTC and factors affecting them have also become important in the language education field. This study addresses two research questions: (a) Does speakers’ excitement fluctuate during L2 communication? (b) If it does, what factors affect speakers’ excitement? To answer these questions, a qualitative case study was conducted with 12 Korean university students. The data were collected from interviews, observations, conversations, stimulated recalls, and measurement of language proficiency. From an inductive analysis of the data, it was found that L2 speakers’ excitement fluctuated by the role of various primary factors: (a) personal, (b) environmental, and (c) personal-environmental factors. The findings suggest the possibility of changing speakers’ excitement and WTC through a pedagogical intervention. Various affective factors identified in this study can offer useful information as to how to increase L2 learners’ excitement by providing instigative factors and preventing inhibiting factors for it. It is expected that language educators can help L2 learners increase their WTC and facilitate their language learning by boosting their excitement.

협동학습이 EFL학습자의 의사소통불안과 의사소통의지에 미치는 영향

이해련(Hae-Ryeon Lee) 한국중원언어학회 2015 언어학연구 Vol.0 No.35

The purpose of this study (n = 60) was to investigate the effects of EFL students’ cooperative learning on their communication apprehension (CA) and willingness to communicate (WTC) in English. Cooperative learning activities in English reading were administered for one semester, and data were gathered with a packet of questionnaires to measure the participants’ levels of CA and WTC. Oral interviews were also conducted to examine their perceptions on the cooperative learning. Based on the data analysis by the PASW statistics 18 and the coding system, it was found that cooperative learning has educational benefits in reducing CA and increasing WTC, both in dyad and in small groups, but their CA and WTC in dyads were higher than in small groups. Most participants showed greater preference for the cooperative learning activities for various reasons: Cooperative learning was more fun and more likely to improve their reading comprehension and concentration. A few, however, felt great pressure because of the awkward and inconvenient relationship with new or unfamiliar members. At the end of the study, some pedagogical implications for English education were suggested.