Willingness to Communicate and Action Control Among Iranian EFL Learners

Rajabi, Parisa; Mazlum, Farhad; Dasta, Mahdi

doi:10.22049/jalda.2024.29347.1650

Articles in Press

Document Type : Research Article

Authors

¹ MA in ELT, University of Maragheh, Maragheh, Iran

² Assistant Professor of Applied Linguistics, English Department, Faculty of Humanities, University of Maragheh, Maragheh, Iran

³ PhD in Educational Psychology, Department of Educational Psychology, Faculty of Psychology, Shahid Beheshti University, Tehran, Iran

https://doi.org/10.22049/jalda.2024.29347.1650

Abstract

Given the key role communication plays in L2 learning, studies addressing students’ (un)willingness to communicate (WTC) and factors contributing to it are of pedagogical and theoretical relevance. Although studies on Iranian students’ WTC and its relationship with different variables are available, no research has been conducted on how Kuhl’s (1994) Action Control (AC) theory—proposed to carry explanatory potential regarding WTC—relates to it or its pertinent variables. The current study aims at investigating the predictive power of three variables (preoccupation, hesitation, and volatility) underpinning Kuhl’s AC theory and two high-evidence key factors (perceived competence and communication apprehension) vis-à-vis Iranian English students’ WTC in class. To collect data, Willingness to Communicate in L2 Questionnaire, Perceived Competence Questionnaire, Communication Apprehension Scale, Preoccupation, Hesitation, and Volatility Scales were given to four hundred and fourteen English students. Structural Equation Modeling was utilized to analyze the data and test the hypothesized model. Findings indicated that volatility, an AC variable, coupled with perceived competence and communication apprehension are significant predictors of students’ WTC. Results also suggested that hesitation and preoccupation predict WTC indirectly. Findings are used to maintain that Kuhl’s AC theory can help with explaining WTC with reference to a new argument, i.e. state and action orientation. The paper ends with pedagogical suggestions.

Keywords

Main Subjects

1. Applied Linguistics (Language Teaching and Learning)

Article Title [Persian]

اشتیاق به برقراری ارتباط و کنترل عملکرد در دانشجویان زبان انگلیسی در ایران

Authors [Persian]

پریسا رجبی ¹
دکتر فرهاد مظلوم ²
دکتر مهدی دستا ³

¹ کارشناس ارشد آموزش زبان انگلیسی، دانشگاه مراغه، مراغه، ایران

² استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکده علوم انسانی، دانشگاه مراغه، مراغه، ایران

³ دکتری روانشناسی تربیتی، گروه روانشناسی تربیتی، دانشکده روانشناسی، دانشگاه شهید بهشتی، تهران، ایران

Abstract [Persian]

برقراری ارتباط یکی از عناصر کلیدی یادگیری زبان دوم میباشد. از این روی، پژوهشهایی که به موضوع اشتیاق برای برقراری ارتباط می پردازند و یا عوامل موثر بر آن را واکاوی میکنند دارای اهمیت نظری و آموزشی میباشند. هدف از این پژوهش بررسی تاثیر سه عنصر تشکیل دهنده نظریه کنترل عملکرد کوهل (درگیری ذهنی، تردید و بی ثباتی) و دو عامل توانش درک شده و اضطراب ارتباط بر اشتیاق برای برقراری ارتباط بین دانشجویان زبان انگلیسی در ایران است. برای گردآوری داده از 5 ابزار استفاده شد: پرسشنامه های اشتیاق برای برقراری ارتباط در زبان دوم، توانش درک شده، اضطراب ارتباط، درگیری ذهنی، تردید و بی ثباتی. چهارصد و چهارده دانشجوی زبان انگلیسی به پرسشنامه ها پاسخ دادند. برای تحلیل داده ها، از مدل معادلات ساختاری استفاده شد. یافته ها حاکی از آن است که توانش درک شده، اضطراب ارتباط و بی ثباتی به شکل مستقیم بر اشتیاق برای برقراری ارتباط تاثیر دارند ولی این تاثیر برای اولی مثبت و برای دو مورد دوم منفی میباشد. نتایج همچنین نشان میدهد تاثیر تردید و درگیری ذهنی بر اشتیاق برای برقراری ارتباط غیر مستقیم است. در پایان، یافته ها مورد بحث و بررسی قرار گرفت و رهآوردهای نظری و آموزشی ارایه گردید.

Keywords [Persian]

اشتیاق برای برقراری ارتباط
درگیری ذهنی
تردید
بی‌ثباتی
توانش درک شده و اضطراب ارتباط

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Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

Willingness to Communicate and Action Control Among Iranian EFL Learners

References

References

Articles in Press, Accepted Manuscript
Available Online from 23 July 2024

Willingness to Communicate and Action Control Among Iranian EFL Learners

References

References

Articles in Press, Accepted Manuscript Available Online from 23 July 2024

Articles in Press, Accepted Manuscript
Available Online from 23 July 2024