Taiwanese EFL Learners' Willingness to Communicate in English in the Classroom: Impacts of Personality, Affect, Motivation, and Communication Confidence

Autor/in	Lin, Yi-Ti
Titel	Taiwanese EFL Learners' Willingness to Communicate in English in the Classroom: Impacts of Personality, Affect, Motivation, and Communication Confidence
Quelle	In: Asia-Pacific Education Researcher, 28 (2019) 2, S.101-113 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Yi-Ti)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-018-0417-y
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Individual Differences; Communication (Thought Transfer); Personality Traits; College Students; Neurosis; Learning Motivation; Structural Equation Models; Correlation; Self Efficacy; Communication Skills; Self Concept; Extraversion Introversion; Classroom Communication; Student Attitudes; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Individueller Unterschied; Communication; thought; Kommunikation; Gedanke; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Collegestudent; Neurose; Motivation for studies; Lernmotivation; Korrelation; Self-efficacy; Selbstwirksamkeit; Kommunikationsstil; Selbstkonzept; Klassengespräch; Schülerverhalten
Abstract	This research investigates the variables influencing willingness to communicate (WTC) in English as a foreign language (EFL) context in Taiwan. A hypothesized EFL WTC model with six layers focusing on factors related to individual differences was proposed and the EFL WTC model was reinterpreted as a serial mediation model. Ten latent variables, including openness to experience, conscientiousness, agreeableness, extraversion, neuroticism, international posture, motivation, self-perceived communication confidence, EFL WTC, and frequency of using English in the classroom, were used to construct the model. Stratified random sampling was adopted and a questionnaire was administered to 701 university students in Taiwan. The results of structural equation modeling indicated that the EFL WTC model was an adequate fit to the Taiwanese context and validated the reinterpretation of the model as a serial mediation model. The findings supported the interrelationships among different variables and provided a different perspective on WTC in an EFL context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01