1. Applied Linguistics (Language Teaching and Learning)
Nadia Mahmoodi; Nasser Ghafoori; Seyed Reza Beh-Afarin
Abstract
The study attempted to investigate the relationship between male Iranian EFL learners’ international posture (IP) and willingness to communicate (WTC) across two proficiency levels. The study was carried out with 106 participants from selected universities in Tabriz and Sarab, Northwest Iran, who ...
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The study attempted to investigate the relationship between male Iranian EFL learners’ international posture (IP) and willingness to communicate (WTC) across two proficiency levels. The study was carried out with 106 participants from selected universities in Tabriz and Sarab, Northwest Iran, who were divided into two groups of high and low proficiency based on a Preliminary English Test (PET). The data were collected by the administration of WTC Scale (McCroskey & Richmond, 1990) and IP questionnaire (Yashima, 2000). The collected data were analyzed through Pearson correlation and independent samples t-test. The results showed that there was positive correlation between WTC and IP in the high-proficiency group while the correlation in the low proficiency-group was not statistically significant. It was also found that high proficiency learners had higher levels of both IP and WTC compared to their lower level counterparts. The findings of the study offer pedagogical implications for EFL learners, teachers, and syllabus designers.
1. Applied Linguistics (Language Teaching and Learning)
Mohammad Ahmadi Safa; Roya Zamani Jamshidi
Abstract
Abstract The researchers have been interested to explore the impact of personality traits on second or foreign language learning. The current study is an attempt to investigate whether there exists a statistically significant relationship between introvert and extrovert EFL learners’ willingness ...
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Abstract The researchers have been interested to explore the impact of personality traits on second or foreign language learning. The current study is an attempt to investigate whether there exists a statistically significant relationship between introvert and extrovert EFL learners’ willingness to communicate and ambiguity tolerance. To this end, a total of 150 EFL learners completed the Introversion/Extroversion Scale developed by McCroskey (1998), the Willingness to Communicate Questionnaire (McIntyre et al, 2001) and the Tolerance of Ambiguity Scale (Ely, 1995). The findings of Pearson correlation coefficient revealed that there was a significant positive relationship between (a) introvert EFL learners’ WTC and ambiguity tolerance, and (b) extrovert EFL learners’ WTC and ambiguity tolerance. Independent samples t-tests indicated a significant meaningful difference between introvert and extrovert EFL learners’ WTC and ambiguity tolerance. Whereas extrovert EFL learners were positively different from introvert learners in their willingness to communicate (WTC), introvert EFL learners were found to be more tolerant of ambiguity than extrovert EFL learners. The findings imply that EFL teachers and policy makers need to consider personality types as determining factors for the success of foreign language learners and accordingly modify their educational practices.Keywords: Introversion, Extroversion, Tolerance of Ambiguity, Willingness to Communicate.
