Revisiting willingness to communicate in English as a foreign language: the Serbian perspective

Studentsʼ Willingness to Communicate in English: Czech Adaptation of Willingness to Communicate Inside the Classroom Scale

“…Willingness to read was expressed by the majority of students while willingness to engage in oral communication drops to something above half of the respondents. It also corresponds with the findings of Başöz & Erten (2018);Halupka-Rešetar et al (2018) and Šeďová & Švaříček (2011). However, the study presents only data on students' willingness to communicate that illustrates only a part of the complex picture.…”

“…Clément et al, 2003;Lee, 2013Lee, , 2018MacIntyre et al, 2003) and the study of students' L2 WTC inside and outside the classroom (e.g. Halupka-Rešetar et al, 2018;Zarrinabadi & Abdi, 2011). Several research outcomes implied that being exposed to L2 in the environment of the target language plays a significant role and contributes to a student's higher level of willingness to communicate as well as a higher self-reported level of English MacIntyre et al, 2003).…”

“…Furthermore, students report also differences in L2 WTC among individual language skills. Not surprisingly receptive language skills score higher in comparison to productive language skills, with speaking ranking among the least favourite activity inside as well as outside the classroom (Başöz & Erten, 2018;Halupka-Rešetar et al, 2018).…”

“…The scale's internal consistency showed a Cronbach's alpha coefficient for individual factors in the range of .81-.88. The scale is still frequently used (e.g., Dewaele & Dewaele, 2018;Halupka-Rešetar et al, 2018;Lee, 2018;Yashima et al, 2016). The process of the adaptation of the instrument to the Czech environment followed the recommendations of EFPA ( 2013) with the consent of its authors.…”

What It Takes to Communicate

“…In the theory of L2 acquisition, the mutual effect of all these factors contributing to the L2 learner's decision to communicate is comprised in a construct known as "willingness to communicate" (WTC). A significant body of research has focused on the extent to which these variables may influence learners' WTC in L2 (Baker & MacIntyre, 2000;Burroughs, Marie & McCroskey, 2003;Halupka-Rešetar, Knežević & Topalov, 2018;Hashimoto, 2002;McCroskey & McCroskey, 2002;MacIntyre, Baker, Clément & Donovan, 2002;Öz, Demirezen & Pourfeiz, 2015;Peng, 2007;Yashima, 2009). All of these studies investigate learners' WTC in the conventional, face-to-face classroom, while the context of online learning environment remains under-researched.…”