English Learning Goals and Willingness to Communicate: A Qualitative Analysis in a Japanese EFL Context

Autor/in	Fujii, Satomi
Titel	English Learning Goals and Willingness to Communicate: A Qualitative Analysis in a Japanese EFL Context
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 34 (2023) 1, S.39-59 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fujii, Satomi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
DOI	10.15639/teflinjournal.v34i1/39-59
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Goal Orientation; Study Abroad; Language Usage; Comparative Analysis; Student Attitudes; Foreign Countries; Student Interests; Communication (Thought Transfer); Undergraduate Students; Japan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Zielorientierung; Zielvorstellung; Studies abroad; Auslandsstudium; Sprachgebrauch; Schülerverhalten; Ausland; Studieninteresse; Communication; thought; Kommunikation; Gedanke
Abstract	This study examined the differences in English learning goals and specific actions for goal achievement according to the degree of willingness to communicate (WTC) among Japanese English as a Foreign Language (EFL) learners through qualitative analysis. This study aimed to ascertain: (1) the characteristics of English learning goals among learners with higher or lower levels of WTC, and (2) the differences in learner actions for goal achievement among learners with higher or lower levels of WTC. The participants were 84 undergraduate students in Japan, and they were divided into high-WTC and low-WTC groups using the WTC scale (Peng & Woodrow, 2010). Open-ended responses of the goals for learning English and actions for goal achievement were compared between these two groups using KH Coder 3. Coded data were analyzed in a co-occurrence network diagram. Results showed that high-WTC learners tended to have high-level goals, whereas low-WTC learners tended to have the lowest possible goals. High-WTC learners also had more interest in foreign countries and studying abroad. Furthermore, high-WTC learners tended to take a variety of specific actions for goal achievement, while low-WTC learners took rather general and common actions. The results showed clear differences between these two groups. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570; http://journal.teflin.org/index.php/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01