International Students' Willingness to Communicate in English as a Second Language: The Effects of L2 Self-Confidence, Acculturation, and Motivational Types

Autor/inn/en	Aoyama, Tatsuya; Takahashi, Tomoko
Titel	International Students' Willingness to Communicate in English as a Second Language: The Effects of L2 Self-Confidence, Acculturation, and Motivational Types
Quelle	In: Journal of International Students, 10 (2020) 3, S.703-723 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Foreign Students; Student Attitudes; Self Efficacy; Acculturation; Asians; Student Characteristics; Foreign Countries; Communicative Competence (Languages); Second Language Learning; Undergraduate Students; English (Second Language); Learning Motivation; Transitional Programs; Study Abroad; Communication (Thought Transfer); Correlation; California; Japan + Suchen Sie Ihr Suchwort? Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Akkulturation; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Motivation for studies; Lernmotivation; Studies abroad; Auslandsstudium; Communication; thought; Kommunikation; Gedanke; Korrelation; Kalifornien
Abstract	This study examined factors affecting international students' willingness to communicate (WTC) in English as a second language (ESL), focusing on second language (L2) self-confidence, acculturation, and motivational types. L2 self-confidence was hypothesized to predict L2 WTC and to mediate the correlation between acculturation and L2 WTC for instrumental motivation learners, but not for integrative ones. Participants were 88 Japanese students studying at a university in California. The results partially confirmed the hypotheses, indicating that both L2 self-confidence and acculturation strongly correlate with L2 WTC, but the mediation effect of L2 self-confidence on the correlation between acculturation and L2 WTC was opposite from the hypothesis, as the mediation effect was significant for integrative motivation learners but not for instrumental ones. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01