Willingness to Communicate in English Among Iranian Non–English Major University Students

Ghonsooly, Behzad; Khajavy, Gholam Hassan; Asadpour, Seyyedeh Fatemeh

doi:10.1177/0261927x12438538

Cited by 133 publications

(127 citation statements)

References 17 publications

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“…As such, Ghonsooly et al (2012), investigated WTC among Iranian non-English major university students. His research participants were chosen among students of humanities (Arabic language and literature, social sciences, and geography) and Engineering students (computer, electronic, mechanic, industrial, and chemistry engineering).…”

Section: Willingness To Communicatementioning

confidence: 99%

“…Results revealed the positive relationship between perceived communicative competence and WTC and negative relationship between perceived communicative competence and anxiety. Ghonsooly et al (2012), following Clément (1980Clément ( , 1986, considered L2 self-confidence as anxiety and perceived communicative competence. His study showed that as anxiety decreases perceived communicative competence increases, and WTC increases too.…”

mentioning

confidence: 99%

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Willingness to Communicate in English among Iranian EFL Students

Aliakbari¹,

Kamangar²,

Khany³

2016

ELT

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Much has been written on the determinants that can expedite or hinder learners' willingness to communicate in second and foreign language contexts. Though the literature is abundant with studies on many of these variables, little if any can be found to have targeted EFL students of private institutes in Iran. An effort was made in this study to examine the simultaneous impact of anxiety, self-confidence, communicative competence, and international posture on 194 Iranian EFL students' willingness to communicate. To this end, a structural equation modeling analysis was used to examine the proposed model of the study. The results revealed that students' willingness to communicate is directly related to their attitude toward the international community, their perceived linguistic competence and self-confidence. The study concludes with certain pedagogical implications.

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Section: Willingness To Communicatementioning

confidence: 99%

mentioning

confidence: 99%

Willingness to Communicate in English among Iranian EFL Students

Aliakbari¹,

Kamangar²,

Khany³

2016

ELT

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“…The extension of WTC studies to Iranian learners widens the range of cultural contexts in which this construct has been applied. Although studies of the WTC of Iranians in Iran have taken place (e.g., Ghonsooly et al, 2012), no reports have been published so far specifically targeting this group in other countries. As a result of past political events in Iran leading to migration, and an increasing number of Iranian Study Abroad students in overseas universities, this nationality group makes up a significant component of many English language classes.…”

Section: Context and Wtcmentioning

confidence: 99%

“…1). emphasise the role that self-confidence plays in WTC, as do Alemi et al (2011) andGhonsooly et al (2012) in regard to the Iranian context. In contrast, Farnaz described her English learning experiences in her Iranian high school as motivating, but that she lacked confidence in speaking (Int.…”

Section: The Learners' Wtc In Nz Esl Classrooms In Comparison To Theimentioning

confidence: 99%

“…However, most of this research has been quantitative and conducted in the English as a Foreign Language or Study Abroad situation in countries such as Canada, Japan, Korea and China. Middle Eastern students have only recently begun to be the focus of WTC studies published in English (e.g., Çetinkaya, 2005;Ghonsooly et al, 2012;Zarrinabadi, 2014).…”

Section: Introductionmentioning

confidence: 99%

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‘In New Zealand I feel more confidence’: The role of context in the willingness to communicate (WTC) of migrant Iranian English language learners

Cameron

2015

ijes

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This article will discuss recent theories of Willingness to Communicate (WTC) and provide an overview of studies into this individual difference which have been conducted in both Iran and New Zealand (NZ). So far few qualitative studies have been carried out into WTC or have used permanent migrants as participants. The article reports on a longitudinal study of the WTC of a group of Iranian migrants to NZ. By means of questionnaires, observations, and individual semi-structured interviews conducted at six-month intervals, case studies of these learners in a NZ university English class were compiled. Their WTC was found to encompass such learner characteristics as confidence, motivation, and personality, and varied from country to country and semester to semester. Finally, this article discusses the contribution of this study to the WTC field of research, identifying the implications of these results for teachers of English in the ESL (English as a Second language/migrant) context and possible avenues for future research. KEYWORDS:Willingness to communicate, context, anxiety, personality, motivation, case study. RESUMENEste artículo examina teorías recientes sobre la Disposición a Comunicarse (Willingness to Communicate, WTC) y proporciona una visión general de estudios realizados en Irán y Nueva Zelanda acerca de esta diferencia individual. Hasta la fecha hemos tenido pocos estudios cualitativos realizados sobre la WTC o se han utilizado emigrantes permanentes como participantes. El artículo informa sobre un estudio longitudinal de la WTC de un grupo de emigrantes iraníes en Nueva Zelanda. Los resultados indican que la WTC estaba relacionada con características del aprendiz tales como seguridad en sí mismo, motivación y personalidad, y que variaba de país a país y de semestre a semestre. Al final, el artículo analiza la contribución de este estudio a la investigación en el campo de la WTC e identifica las implicaciones de estos resultados para los profesores en el contexto de ESL (Inglés como Segunda Lengua/emigrantes) además de posibilidades de investigación para el futuro.PALABRAS CLAVE: Disposición a comunicarse, contexto, ansiedad, personalidad, motivación, estudio de casos prácticos.

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Willingness to Communicate in English: A Microsystem Model in the IranianEFLClassroom Context

et al. 2014

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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, & 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.

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Willingness to Communicate in English Among Iranian Non–English Major University Students

Cited by 133 publications

References 17 publications

Willingness to Communicate in English among Iranian EFL Students

Willingness to Communicate in English among Iranian EFL Students

‘In New Zealand I feel more confidence’: The role of context in the willingness to communicate (WTC) of migrant Iranian English language learners

Willingness to Communicate in English: A Microsystem Model in the IranianEFLClassroom Context

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