Situational and individual factors engendering willingness to speak English in foreign language classrooms

Riasati, Mohammad Javad; Rahimi, Forough

doi:10.1080/2331186x.2018.1513313

Cited by 36 publications

(80 citation statements)

References 12 publications

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“…To sum up, the teachers' problems with the students' background and interest in learning English in this study corroborate recent studies such as parents' lack of engagement in education (Ceka & Murati, 2016), parents' low involvement in children's English education, students' unwillingness to communicate (Lee & Hsieh, 2019;Riasati, 2018;Riasati & Rahimi, 2018), students' low motivation for learning EFL (Liu, 2020), and language barriers between mother tongue and English as a foreign language (Saneka & Witt, 2019;Souriyavongsa, Rany, Abidin, & Mei, 2013).…”

Section: Students' Interests and Ability In Englishsupporting

confidence: 87%

Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

Anwar

Ubaidillah

Sulistiyo

2020

JLE

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Geared by the scant number of studies on EFL teachers’ classroom management in remote secondary schools in Indonesia, this study seeks to investigate teachers’ involvement in classroom management complexities and to what extent they deal with such predicaments. Data were collected through interviews with the teachers within three months and analyzed narratively. The findings suggest that they encountered multi-facet complexities such as (a) lacking learning facilities in terms of electricity supply, (b) students’ demotivation and inability to use English, and (c) teachers' dilemmas in applying the new curriculum. To deal with such quandaries, the teachers made use of (a) a teacher-centered approach, (b) group learning, (c) students’ row seating positions, and (d) non-integrated language skills learning. The implications of this study are discussed at the end of the paper.

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Section: Students' Interests and Ability In Englishsupporting

confidence: 87%

Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

Anwar

Ubaidillah

Sulistiyo

2020

JLE

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“…On the other hand, the Khatib and Nourzadeh (2014) instructional WTC questionnaire's Cronbach's alpha was α = .92 which show "high internal consistency" (p. 10) among the items of the questionnaire. Moreover, Riasati and Rahimi (2018) developed a WTC inside classroom questionnaire in Iranian context, but the validity and reliability of the questionnaire was not reported. Thus, the current study questionnaire on undergraduates' WTC was found highly reliable compare to previous questionnaires.…”

Section: Resultsmentioning

confidence: 99%

“…The author ignored WTC in small groups, pairs, individually, and whole class interaction during different kinds of activities, namely, role play, discussion, and presentation, preparedness, gender, and classroom seating position. Riasati and Rahimi (2018) developed a questionnaire after they conducted literature review in the Iranian EFL classroom setting, but the validity and reliability of this questionnaire were not reported. The researchers found that most of the questionnaires/scales are developed in either L1 or EFL context.…”

Section: Previous Instruments Developed On Wtc Language Use and Motivational Orientationsmentioning

confidence: 99%

“…Various types of factors have been found to influence learners' WTC in L2 learning (Mystkowska-Wiertelak, 2018;Riasati & Rahimi, 2018). These factors include international posture Yashima et al, 2004), gender and age (Maclntyre et al, 2002), motivation (Hashimoto, 2002;Maclntyre et al, 2001;Peng & Woodrow, 2010), and self-confidence (Baker & MacIntyre, 2003;MacIntyre, 1994).…”

Section: Introductionmentioning

confidence: 99%

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

Ubaid

Ramanair²,

Rethinasamy³

2021

ILS

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The main goal of modern second language (L2) pedagogy is to engender appropriate communication skills among its learners. Hence, willingness to communicate (WTC) in L2 emerged as an important variable in recent years. Several factors have been found to influence students’ L2 WTC directly or indirectly. For this purpose, many scales and questionnaires have been developed so far to examine the factors influencing WTC among L2 students. However, a comprehensive questionnaire on WTC inside ESL classroom is still lacking. Likewise, WTC in relation to language use and motivational orientations in a single study has yet to be investigated. Thus, this study was aimed to develop and validate questionnaires on WTC, language use and motivational orientations. For this purpose, a five-phase model was used. After an extensive literature review, questionnaires on WTC, language use and motivational orientations were framed. Operational definitions of the three constructs were established and the items of the questionnaires were finalised. Two experts in the field of applied linguistics determined the content validity of the questionnaires. At the end, the questionnaires were piloted on 50 undergraduates and 10 ESL teachers. The results revealed that all the instruments were valid and highly reliable.

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“…They also provide the strategies of the students to deal with their unwillingness to speak, they comprised assistance from peers, training time, enjoyment, great expectations, and acceptance. Riasati and Rahimi (2018) conducted a similar study to scrutinize the eagerness to speak English from the learners of Iranian EFL in a classroom context. The result of their study exposed several factors to be recognized as bring an effect on the learners' eagerness to speak: discussion topic, interlocutor effect, insecurity, positive self-image, tutor, and the atmosphere of the schoolroom.…”

Section: Theoretical Framework Psychological Variablesmentioning

confidence: 99%

Analysis of Demotivating Factors Affecting Students’ Willingness to Speak English

Pale

Wisrance

2021

Engl. Franca acad. j. of Engl. lang. and educ.

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The hesitation to speak English in the class was the crucial problem that occurred in semester seven students of the English Department of Timor University. This study figured out the discouraging points that influence the students' eagerness to speak English in the class, the most dispiriting factors, and the attempt that they executed to overcome their problem. The subject of the study was 30 semester seven students of the English Department of Timor University. The qualitative method was employed to analyze the data in this study. Interview and questionnaire were applied as the instruments to obtain the data. The result of the study pinpointed that there were internal and external factors that affect discouraging students in the classroom. The finding also revealed that the most demotivating factors which affected the students' willingness to communicate in English were motivation and confidence. The students also performed a few things to overcome their problems. The conclusion required the students to prompt themselves and be prompted by other people to pursue a good interaction in English.Keywords: demotivating, students, willingness

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Situational and individual factors engendering willingness to speak English in foreign language classrooms

Cited by 36 publications

References 12 publications

Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

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

Analysis of Demotivating Factors Affecting Students’ Willingness to Speak English

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