Willingness to communicate of EFL learners in Turkish context

Öz, Hüseyin; Demirezen, Mehmet; Pourfeız, Jafar

doi:10.1016/j.lindif.2014.12.009

Cited by 86 publications

(60 citation statements)

References 27 publications

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“…In the current study, the participants' WTC in English was discovered to be moderate, which is considerably in line with the previous research studies (Ghonsooly et al, 2013;Bursalı & Öz, 2017;Çetinkaya, 2005;Mari et al, 2011;Nagy, 2007;Öz, 2014Öz et al, 2015;Şener, 2014) in the literature. However, this finding is not consistent with the findings of Pavičić Takač and Požega (2011) and Wang and Liu (2017) who found that the learners had a low level of L2 WTC.…”

Section: Is There Any Statistically Significant Difference Between Thsupporting

confidence: 92%

“…This is perhaps because of the significant effect of L2 learning context on an individual's WTC as pointed out by Cameron (2013). It is noteworthy that the L2 WTC level of the EFL learners was found to be moderate in all studies (Bursalı & Öz, 2017;Çetinkaya, 2005;Öz, 2014Öz et al, 2015;Şener, 2014) carried out in the Turkish EFL context. Moreover, ESL learners' high WTC in English reported in Bukhari and Cheng's study (2017) can be attributed to ample opportunities of them to use English in real-life communication.…”

Section: Is There Any Statistically Significant Difference Between Thmentioning

confidence: 93%

“…In Bukhari and Cheng's study (2017), which was conducted in the ESL context, the learners' L2 WTC was revealed to be at a high level. As for the Turkish EFL context, the research studies (Bursalı & Öz, 2017;Çetinkaya, 2005;Öz, 2014Öz et al, 2015;Şener, 2014) showed that Turkish EFL learners have a moderate level of WTC in English. Similarly, Mari, Pathan and Shahriar (2011) reported that Pakistani university students' WTC in English is neither high nor low.…”

Section: Willingness To Communicate In a Second Language (L2 Wtc)mentioning

confidence: 99%

“…Furthermore, although many studies have been conducted on WTC in various L2 learning contexts, WTC research in the Turkish EFL context is still in its infancy. Only a limited number of studies (Asmalı, 2016;Asmalı, Bilki & Duban, 2015;Bursalı & Öz, 2017;Çetinkaya, 2005;Kanat-Mutluoğlu, 2016;Öz, 2014Öz, Demirezen, & Pourfeiz, 2015;Şener, 2014) have been conducted in Turkey. Regarding this research gap, the present study aimed to probe Turkish EFL learners' perceived levels of WTC in English inside and outside the classroom.…”

Section: Introductionmentioning

confidence: 99%

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Investigating Tertiary Level EFL Learners’ Willingness to Communicate in English

Başöz¹,

Erten²

2018

ELT

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The present study aimed to investigate Turkish EFL learners' perceived levels of willingness to communicate (WTC) in English inside and outside the classroom. The study also aimed to explore whether there is a statistically significant difference between their in-class WTC in English and out-of-class WTC in English. The study, which employed a quantitative research design, was conducted with the participation of 701 EFL learners enrolled in the departments of Tourism Guidance and Tourism Management at Balıkesir University Faculty of Tourism located in Balıkesir, Turkey. The data collection instrument included a scale which measures the participants' perceived levels of WTC in English. The data were analyzed descriptively through IBM SPSS 21. The findings of the study indicated that EFL learners have a moderate level of WTC in English. The findings also showed that there was a statistically significant difference between the participants' perceived levels of their in-class WTC in English and their out-of-class WTC in English. It was found that they are more willing to communicate in English outside the classroom than they are inside the classroom. In the light of the findings, some practical recommendations were also noted.

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Section: Is There Any Statistically Significant Difference Between Thsupporting

confidence: 92%

Section: Is There Any Statistically Significant Difference Between Thmentioning

confidence: 93%

Section: Willingness To Communicate In a Second Language (L2 Wtc)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Investigating Tertiary Level EFL Learners’ Willingness to Communicate in English

Başöz¹,

Erten²

2018

ELT

View full text Add to dashboard Cite

show abstract

“…These findings can be regarded as unsatisfactory as the participants are majoring in English language teaching program. In addition, these findings differed from the previous ones', such as Öz (2016) found that 38% of the participants had high L2 WTC, 43% had moderate L2 WTC, and 19% had low L2 WTC and Öz, Demirezen and Pourfeiz's (2015). However, the scores of WTC and ideal L2 self are compatible.…”

Section: Findings and Discussioncontrasting

confidence: 58%

The Relationship between Ideal L2 Self and Willingness to Communicate Inside the Classroom

Bursali¹,

Öz

2017

IJHE

Self Cite

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Over the past decades there has been a dramatic increase in academic research on motivation to learn a second or foreign language (L2). The present study tried to investigate the relationship between the ideal L2 self as a motivational variable and willingness to communicate in English (L2 WTC) inside the classroom. Participants were 56 university students majoring in English as a foreign language (EFL) at a private university in Ankara, Turkey. Data were collected using the Ideal L2 Self Scale and Willingness to Communicate inside the Classroom Scale. Findings of descriptive statistics indicated that 32.1% of the participants had high, 30.4% had moderate, and 37.5% had low L2 WTC inside the classroom scores. Findings also revealed a significant relationship between these two constructs noticing the relations at a skills specific level. The implications are discussed to present ideas to language teachers, teacher trainers, and curriculum designers to raise their awareness on the impact of ideal L2 self on willingness to communicate.

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Vocabulary Size as a Predictor of Willingness to Communicate Inside the Classroom

Şen

Öz

2021

Second Language Learning and Teaching

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Willingness to communicate of EFL learners in Turkish context

Cited by 86 publications

References 27 publications

Investigating Tertiary Level EFL Learners’ Willingness to Communicate in English

Investigating Tertiary Level EFL Learners’ Willingness to Communicate in English

The Relationship between Ideal L2 Self and Willingness to Communicate Inside the Classroom

Vocabulary Size as a Predictor of Willingness to Communicate Inside the Classroom

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