The Relationships among Self-Reported and Observed First Language and Second Language Willingness to Communicate and Academic Achievement

Autor/in	Al-Murtadha, Mutahar A.
Titel	The Relationships among Self-Reported and Observed First Language and Second Language Willingness to Communicate and Academic Achievement
Quelle	In: Language, Culture and Curriculum, 34 (2021) 1, S.80-94 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al-Murtadha, Mutahar A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2020.1727495
Schlagwörter	Second Language Learning; Native Language; Communication (Thought Transfer); Longitudinal Studies; Academic Achievement; Correlation; Gender Differences; Language Tests; Scores; Classroom Communication; Teaching Methods; Second Language Instruction; English (Second Language); High School Students; Student Attitudes; Semitic Languages; Foreign Countries; Student Surveys; Yemen + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Communication; thought; Kommunikation; Gedanke; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Korrelation; Geschlechterkonflikt; Language test; Sprachtest; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Arabisch; Hebräisch; Ausland; Schülerbefragung; Jemen
Abstract	This longitudinal mixed methods study investigated the relationship between self-reported L1 and L2 willingness to communicate (WTC), observed (actual) L1 and L2 WTC behaviour, and academic achievement, as well as gender differences. Whereas early studies on WTC have focused on examining WTC as a trait, a few later studies have examined WTC as a state. However, none have included observations of actual WTC of the same participants in their L1 and L2 classrooms. This study collected data from self-reports, observations, and test scores and analysed them using descriptive statistics, Pearson and Spearman rank-order correlations, and t-tests and Mann-Whitney U tests. The results revealed no significant correlations between self-reported and observed L1 WTC or between self-reported and observed L2 WTC but revealed significant and positive correlations between observed L2 WTC and L2 test scores, between observed L1 and L2 WTC, and between L1 and L2 test scores. Although there were significant gender differences in L2 WTC, there were none in L1 WTC or in L1 test scores. Additionally, the observations showed that teacher-fronted activities dominated both L1 and L2 classrooms. The study shows the complexity of WTC and the usefulness of understanding WTC. Implications are also provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01