CEPS journal, 2019-01, Vol.9 (1), p.9-26
2019
Details
- Autor(en) / Beteiligte
- Titel
- Is willingness to communicate a reliable predictor of learner autonomy in an EFL context?
- Ist Teil von
- CEPS journal, 2019-01, Vol.9 (1), p.9-26
- Ort / Verlag
- Ljubljana: University of Ljubljana, Faculty of Education
- Erscheinungsjahr
- 2019
- Link zum Volltext
- Quelle
- Free E-Journal (出版社公開部分のみ）
- Beschreibungen/Notizen
- The present quantitative study investigated the relationship between willingness to communicate (WTC) and learner autonomy in an EFL context. In addition, it explored the probable effect of gender on the relationship between learner autonomy and WTC. Furthermore, it investigated whether WTC could predict learner autonomy. The data were collected from 142 upper-intermediate and advanced EFL learners (72 males and 70 females) by means of two questionnaires, the Learner Autonomy Questionnaire and the WTC Scale. The findings indicated that WTC correlated significantly and positively with learner autonomy. Moreover, correlational analysis revealed that gender modified this relationship in that the relationship between WTC and learner autonomy was stronger and more positive among female learners. The results revealed that WTC was a partial predictor of learner autonomy in this EFL context. (DIPF/Orig.).
- Sprache
- Englisch
- Identifikatoren
- ISSN: 2232-2647, 1855-9719eISSN: 2232-2647DOI: 10.26529/cepsj.667Titel-ID: cdi_doaj_primary_oai_doaj_org_article_c55cc213105c4d05926f285db62a9205
- Format
- –
- Schlagworte
- College Students, communication, Communication (Thought Transfer), Computer Assisted Instruction, Correlation, EFL learners, Englischunterricht, English (Second Language), English as a second language, English as a second language learning, English Language Learners, Foreign Countries, Fragebogenerhebung, Fremdsprachenunterricht, Gender, Gender Differences, Individual Differences, Interpersonal Communication, Iran, Junior High Schools, Kommunikation, Kommunikationsbereitschaft, Language acquisition, Language Proficiency, learner autonomy, Majors (Students), Motivation, Opportunities, Personal Autonomy, Personality, Personality Traits, Predictor Variables, Prognose, Psychological Characteristics, Quantitative analysis, Questionnaires, Second Language Instruction, Second Language Learning, Selbstbestimmtes Lernen, Selbstvertrauen, Selbstwertgefühl, Shyness, Sprachkompetenz, Student Attitudes, Student Improvement, Verbal communication, Willingness to communicate