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ERIC Number: EJ1088714
Record Type: Journal
Publication Date: 2016-Mar
Pages: 27
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0039-8322
Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context
Khajavy, Gholam Hassan; Ghonsooly, Behzad; Fatemi, Azar Hosseini; Choi, Charles W.
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v50 n1 p154-180 Mar 2016
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 (L2WTC) model based on WTC theory (MacIntyre, Clément, Dörnyei, and 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 L2WTC; 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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran