Willingness to Communicate in English among Trainee Teachers in a Malaysian Private University

Fahim, Ahmed; Dhamotharan, Mogana

doi:10.3844/jssp.2016.105.112

Cited by 9 publications

(12 citation statements)

References 15 publications

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“…However, despite efforts made by teachers to provide such opportunities, it is very common for them to face learners who are reluctant to engage in verbal communication; which is due to various reasons (Zulkepli, Othman, & Khaja, 2013). The issue of reticence occurs not only among less proficient learners, but also the proficient ones such as preservice ESL teachers (Fahim & Dhamotharan, 2016;Yousef, Jamil, & Razak, 2013;Zulkepli, Tajuddin, AlBakri, Atan, & Bakar, 2019).…”

Section: Introductionmentioning

confidence: 99%

L2 motivational self-system as predictors of out-of-class willingness to communicate

Zulkepli

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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Empirical studies have long proven the link between speaking and second language learning. Despite its importance in determining one's success to master the target language, willingness to communicate (WTC) is not always high even among motivated and advanced English language learners. This often leads to them not taking the opportunities to engage in verbal activities that are beneficial for them as language learners. The present study seeks to identify the relationship between L2 motivational self-system (the ideal self and the ought-to self) and out-of-class WTC. It draws on a quantitative research design that involved a sample of 111 pre-service ESL teachers in Malaysia. Two major findings were identified. First, even though proficient, their level of out-of-class WTC was only satisfactory not high as expected. Second, the ideal self was the stronger predictor of their out-ofclass WTC. This supports previous findings on the role of ideal self in learners' willingness to communicate. Based on the findings, the present article ends with a pedagogical suggestion.

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Section: Introductionmentioning

confidence: 99%

L2 motivational self-system as predictors of out-of-class willingness to communicate

Zulkepli

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…As discussed earlier, most of the relevant past studies focussed on determining the types, conceptualisation, impact of WTC construct, and its measurement or factors loadings of WTC in English (e.g., communication anxiety in English, perceived communication competence in English) among learners (e.g., high school learners, undergraduates, trainee teachers) willingness to communicate (WTC) in English in a school, department, or university (Peng, 2007;Wen & Clement, 2003;Fahim & Dhamotharan, 2016;Lahuerta, 2014;Mwalongo, 2016;Yashima, 2002;Yousef et al, 2013). Hence, there is a paucity of research that addresses the concept of willingness to communicate (WTC) in English specifically in the ESL teachers' context.…”

Section: Resultsmentioning

confidence: 99%

“…Thus, at present, there is a noticeable gap in research on the willingness to communicate (WTC) in English among ESL teachers in the Malaysian context. The ESL teachers' willingness to communicate in English has not yet been studied thoroughly on its own within the Malaysian context, as most studies have paid attention to learners' and teacher trainees willingness to communicate in English (Fahim & Dhamotharan, 2016;Yousef, Jamal, & Razak, 2013). Thus, this study aims to delve into the relationship between ESL teachers' willingness to communicate (WTC) in English in terms of gender and school locations because inspiring and informed teacher is the most important school-related factor influencing students' achievement.…”

Section: Willingness To Communicate (Wtc) In Esl Contextmentioning

confidence: 99%

“…In addition, a more recent study was carried out to investigate the 230 teacher trainees' willingness to communicate in English within a faculty (Fahim & Dhamotharan, 2016). The variables tested were adopted from McCroskey's (1992) four constructs of communication -group discussions, interpersonal, public, and talking in the meeting.…”

Section: Willingness To Communicate (Wtc) In Esl Contextmentioning

confidence: 99%

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The Esl Teachers’ Willingness to Communicate in English

2018

Indonesian J. Appl. Linguist

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Willingness to communicate (WTC) as introduced by McCroskey and Bear (1985) has developed and been perceived by many as a critical field. Unfortunately, there is a noticeable gap in research on the willingness to communicate (WTC) in English among ESL teachers in the Malaysian context. This study aims to investigate the ESL teachers' willingness to communicate in English in terms of gender and school locations. The four constructs of communication in WTC are group discussions, interpersonal, public, and talking in meetings. Through both criterion and convenience sampling, 250 ESL teachers from twenty-five schools were chosen for this research. Survey questionnaire with a total of 20 items adopted from McCroskey (1992) was used as the data collection instrument. Findings reveal that ESL teachers' willingness to communicate in English is generally high and that the teachers were more willing to converse and exchange ideas orally in English during the meeting rather than in group or public. Female participants were significantly different in their overall willingness to communicate as they were more willing to communicate in groups and public. The within-group comparison also shows that school locations (urban and rural) affect ESL teachers' willingness to communicate in English. The findings also suggest that schools should encourage more ESL teachers to participate in activities such as debates, drama, public speaking, English language clubs/society, and empower them by providing professional development workshops or training.

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“…The pressing need for L2 teachers to be willing to communicate in English is not only evident in the CLIL context (Aiello et al, 2017) but also in the ESL setting, in which English is used as the primary means of communication in studying many subjects from primary through higher education (Fahim & Dhamotharan, 2016;Lo, 2018;Yousef et al, 2013). For instance, based on a survey of 250 Malaysian ESL teachers from 25 schools located in both urban and rural areas, Lo (2018) found that the rural ESL teachers' WTC in English was significantly lower than that of urban ESL teachers in group discussion, interpersonal communication, public speaking, and talking in meetings.…”

Section: Teachers' Wtc In Englishmentioning

confidence: 99%

Toward an Instructional WTC-Mediated Model for L2 Classroom Interaction

Wang

Tseng

2020

SAGE Open

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This study examined the mediating roles of two forms of willingness to communicate (WTC) in the relationship between teachers’ attitudes toward classroom interaction and L2 classroom teaching behaviors. Classroom interaction is held to be pivotal in the acquisition of a second language, and the attitudes of L2 teachers toward it may play a critical role in determining their instructional willingness to integrate it into their teaching and the extent to which it features in their teaching behavior. However, few studies advance this line of research. To address the research gap on this issue, the purpose of this study is to establish an empirical model to examine the causal relationships between the attitudes of L2 teachers toward classroom interaction, their instructional willingness, and their teaching behavior. The empirical data consist of survey responses from 410 Taiwanese high school teachers of English. The structural equation modeling (SEM) results showed that both the general form and the instructional form of WTC significantly mediated the causal relationships between teachers’ attitudes toward classroom interaction and teachers’ L2 teaching behaviors. A multi-group analysis further showed that the two forms of WTC played a more salient mediating role in the practice of senior teachers, defined as those with more than 10 years of teaching experience, than in the practice of junior teachers, defined as those with 10 years or less teaching experience. The research and pedagogical implications are presented in light of the research findings.

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Willingness to Communicate in English among Trainee Teachers in a Malaysian Private University

Cited by 9 publications

References 15 publications

L2 motivational self-system as predictors of out-of-class willingness to communicate

L2 motivational self-system as predictors of out-of-class willingness to communicate

The Esl Teachers’ Willingness to Communicate in English

Toward an Instructional WTC-Mediated Model for L2 Classroom Interaction

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