L2 willingness to communicate (WTC) and international posture in the Polish educational context

Mystkowska-Wiertelak, Anna; Pietrzykowska, Agnieszka

doi:10.14746/ssllt.2011.1.1.7

Cited by 13 publications

(5 citation statements)

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“…Table 2 demonstrates the research studies. Self-perceived communication competence (SPCC), IP and motivation-Willingness to Communicate (WTC) (Fallah & Mashhady, 2014) Communicative language teaching (CLT), IP, WTC (Aubrey, 2010) Intrinsic-extrinsic motivation, L2 ideal selves, L2 ought-to selves, IP, Can-Do and WTC (Nishida, 2013) Proficiency, IP, L2 WTC, and other psychological constructs (Matsuoka, 2005;Yashima, 2009) L2 learning and L2 communication variables in the, WTC, IP (Yashima, 2002) IP, WTC and Second Language Communication (Yashima, et al,2004) WTC -Self-confidencelearners attitude (IP) -motivation (Hashimoto, 2002;Peng, 2007;Şener, 2014) IP and WTC (Asmalı, 2016;Aliakbari, Kamangar, & Khany, 2016;Collins, 2013;Mahmoodi, Ghafoori & Amini, 2013;Piggin, 2010;Ulu, Weiwei, & Yu, 2015;Mystkowska-Wiertelak & Pietrzykowska, 2011) The research of Asmalı (2016) examined the relationship among willingness to communicate and some variables such as students' motivation to learn English, their confidence for communication in English and their motivation to learn English. The findings suggested that these variables were found to be related to their WTC in English.…”

Section: International Posturementioning

confidence: 99%

English as medium of instruction and international posture: From the perspective of students

Köksal¹,

Tercan²

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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There is a significant effect of learners' perceptions on educational setting as the active participants of the learning process are learners. In this respect, revealing students' perceptions contributes to the improvement of learning and teaching. With this in mind, this study aimed to investigate English Language Teaching (ELT) students' International Posture and perceptions of the English as a Medium of Instruction (EMI) courses at a state university. In addition, the purpose of this study is to answer the research question related to the perceptions of students concerning EMI and IP by considering gender differences. The study was conducted with the students of ELT Department in the spring term of 2016-2017 academic year at a state university. A questionnaire and semistructured interviews were carried out with a view to establishing whether the concepts of International Posture and the students' perceptions of EMI are interrelated. The quantitative data obtained from the questionnaire were analyzed with the help of SPSS by means of descriptive statistics, Pearson's Correlation and Mann Whitney U test while content analysis was done for the qualitative data. The current study reported the perceptions of ELT students and revealed the differences and relations with regard to EMI and IP as well as male and female students. As the findings revealed, the students with high IP have positive attitudes towards EMI. Whereas, there is not a significant correlation between the perceptions of students related to EMI and IP. The findings of this research led to some suggestions for further studies.

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Section: International Posturementioning

confidence: 99%

English as medium of instruction and international posture: From the perspective of students

Köksal¹,

Tercan²

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…Fully quantitative studies have been carried out, for instance, among Chinese EFL undergraduates in a Chinese university (Peng, 2007(Peng, , 2013, Japanese tertiary students (Matsuoka, 2004;Yashima, 2002), Polish students of English (Mystkowska-Wiertelak & Pietrzykowska, 2011;Piechurska-Kuciel, 2014) and Iranian EFL students (Alemi, Daftarifard, & Pashmforoosh, 2011;Rostami, Kashanian, & Gholami, 2016). A few quantitative studies employed structural equation modeling to test hypothesized models (e.g., MacIntyre & Charos, 1996;Peng & Woodrow, 2010;Yashima, 2002).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Willingness to Communicate among Thai EFL Students : Does English Proficiency Matter?

Kok¹,

Phairot²

2018

The Journal of AsiaTEFL

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Willingness to communicate (WTC) is a key concept in English language learning and communication. The literature has shown that WTC in a non-native English speaking environment is influenced by a multiplicity of factors, one of which is English proficiency. However, findings on its effect on WTC have been inconclusive. Therefore, this study investigated whether there was a statistically significant difference in WTC levels among students with different English proficiency levels and the ability of proficiency to predict WTC. The participants were 375 twelfth-grade Thai EFL students from two Southern Thailand government secondary schools. They responded to an adapted WTC scale which had been translated into the Thai language. The one-way ANOVA followed by a Tukey HSD test were used to analyse significant differences, while a simple linear regression assessed the ability of proficiency to predict WTC inside and outside the classroom. The results revealed that there were statistically significant differences in WTC between low, moderate and high proficiency students. It was also found that English proficiency could predict students' WTC inside and outside the English classroom, but it only accounted for a small percentage of the variance. Findings of the study have implications for English language teaching and WTC research.

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“…EFL students in the MA programme have some basic knowledge of culture in the UK and USA, which is the target of the BA programme for English studies in Poland. Their communication skills in EFL are typically at C1 level according to CEFR ( 2001), however, they may sometimes be unwilling to communicate in EFL during the classes due to different reasons (Mystkowska-Wiertelak and Pietrzykowska, 2011;Siek-Piskozub and Nowacka, 2012). Their ICC is also at different levels as they come to the programme from different institutions offering BA programmes in EFL.…”

Section: Background To the Studymentioning

confidence: 99%

On developing ICC: EFL teacher-educator’s reflections

Siek-Piskozub¹

2018

snp

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L2 willingness to communicate (WTC) and international posture in the Polish educational context

Cited by 13 publications

References 0 publications

English as medium of instruction and international posture: From the perspective of students

English as medium of instruction and international posture: From the perspective of students

Willingness to Communicate among Thai EFL Students : Does English Proficiency Matter?

On developing ICC: EFL teacher-educator’s reflections

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