Development and Validation of Willingness to Communicate, Language Use, and Motivation Questionnaires

Ubaid, Ullah; Ramanair, Joseph; Rethinasamy, Souba

doi:10.33736/ils.2763.2021

Cited by 2 publications

(3 citation statements)

References 43 publications

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“…As mentioned, the teachers' support, immediacy, error correction, teachers' role, teachers' decision on the choice of the topic, and wait time in facilitating or debilitating learners' WTC have been widely investigated. However, teachers' views about their students' WTC inside the classroom have yet to be explored in the Pakistani ESL context (Ubaid et al, 2021).…”

Section: Teachers' Role In Learners' Wtcmentioning

confidence: 99%

“…The word "someone" is ambiguous, the respondents may infer it as teachers or classmates. Third, researchers have highlighted a dire need for a comprehensive questionnaire on WTC inside the classroom (Cao & Philp, 2006;Riasati & Rahimi, 2018;Ubaid et al, 2021). Fourth, previous questionnaires included WTC from students' perspectives.…”

Section: Instrumentmentioning

confidence: 99%

“…However, less attention has been given to the teachers' views on university students' WTC (Chang, 2018). Moreover, the teachers' views about their students' WTC in English have yet to be explored in the Pakistani ESL context (Ubaid et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Pakistani Teachers’ Views About Their Undergraduates’ Willingness to Communicate in English Inside the Classroom

Ubaid¹,

Ramanair²,

Rethinasamy³

et al. 2022

JSSH

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The main goal of modern second language (L2) pedagogy is to engender effective communication among its learners. Willingness to Communicate (WTC) has emerged as the most vibrant topic in L2 pedagogy, especially in the last two decades. A plethora of research on students’ views about their WTC has been conducted in a variety of contexts. However, research on teachers’ views about their students’ WTC in English is still in its infancy. Thus, this study investigated ESL teachers’ views about their undergraduates’ WTC in English inside the classroom. The cluster sampling technique was used to collect data from 80 ESL teachers from eight universities in Khyber Pakhtunkhwa province of Pakistan. The results revealed that the teachers viewed the undergraduates’ level of WTC as high in most classroom situations, such as during groups, during activities with the same and opposite gender, when given preparation time, seated in the middle of the class, and in front of the whole class. However, students showed a moderate level of WTC in situations such as sitting in front of the class and at the back of the class. A one-way ANOVA was performed to examine the differences between different classroom situations. The results showed significant differences in the teachers’ views about their students’ WTC in most classroom situations. Thus, the current study affirms that WTC is a dynamic variable that changes from situation to situation.

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Section: Teachers' Role In Learners' Wtcmentioning

confidence: 99%

Section: Instrumentmentioning

confidence: 99%

See 1 more Smart Citation

Pakistani Teachers’ Views About Their Undergraduates’ Willingness to Communicate in English Inside the Classroom

Ubaid¹,

Ramanair²,

Rethinasamy³

et al. 2022

JSSH

Self Cite

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Kesahan Pengukuran dan Kebolehpercayaan Instrumen Ujian Struktur Dalaman Kata Imbuhan (USDAi) bagi Penguasaan Morfologi Arab

Hashim¹,

Bakar²,

Ahmad³

2022

ILS

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Morfologi bahasa Arab bersifat kompleks berbanding morfologi bahasa lain. Hal ini kerana sistem morfologinya berasaskan kepada kata akar dan pelbagai lapisan proses derivasi (perubahan bentuk kata). Penentuan kata akar daripada perkataan berimbuhan Arab antara kesukaran pelajar bahasa Arab lebih-lebih lagi jika struktur dalaman sesuatu perkataan mengalami banyak derivasi. Justeru, kajian ini melaporkan kesahihan konstruksi dan kebolehpercayaan instrumen rintis bagi mengukur kesukaran struktur dalaman kata (SDK) imbuhan bahasa Arab. Kajian ini menggunakan pendekatan kuantitatif. Ujian Struktur Dalaman Kata Imbuhan (USDAi) mengandungi 130 item aneka pilihan yang dibentuk berdasarkan teori SDK dan teori paradigmatis serta konsep derivasi bahasa Arab. Pemilihan sampel kajian menggunakan pensampelan bertujuan bersasar. Seramai 45 orang pelajar dari Kolej Universiti Islam Antarabangsa Selangor (KUIS) dipilih sebagai responden. Data dianalisis menggunakan Model Pengukuran Rasch. Nilai indeks kebolehpercayaan person ialah 0.95 (α = 0.97) dan indeks pengasingan pula ialah 4.33. Item pula menunjukkan nilai kebolehpercayaan 0.87, indeks pengasingan 2.65 dan mean infit 0.97. Dapatan kajian menunjukkan 130 item USDAi produktif bagi mengukur struktur dalaman kata (SDK) imbuhan bahasa Arab. Kajian ini turut memberi implikasi terhadap pembelajaran morfologi Arab agar penguasaan struktur dalaman kata perlu dikuasai oleh para pelajar.

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Development and Validation of Willingness to Communicate, Language Use, and Motivation Questionnaires

Cited by 2 publications

References 43 publications

Pakistani Teachers’ Views About Their Undergraduates’ Willingness to Communicate in English Inside the Classroom

Pakistani Teachers’ Views About Their Undergraduates’ Willingness to Communicate in English Inside the Classroom

Kesahan Pengukuran dan Kebolehpercayaan Instrumen Ujian Struktur Dalaman Kata Imbuhan (USDAi) bagi Penguasaan Morfologi Arab

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