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In this era of globalization, people cross country boarders for various purposes some for education, business, work, tourism, or for living. In meeting such purposes, people have to use language for communication; this has necessitated different countries to introduce foreign language studies in their education system at various levels. In China, Chinese language is a national language for the People's Republic of China. Currently students from different countries go to china to pursue various studies and they have to learn Chinese. The study examines the factors that affecting willingness to communicate in Chines Language among the International students. The study ought to explore the factors affecting willingness to communicate in Chinese based on gender, program taught, number of courses they have, years living in China, and number of Chinese friends they have. The study used Pearson correlation, Independent T-Test and One way ANOVA, to find out the correlation between these dependent factors and independent factors. Ultimately, the study found a significant relationship between willingness to communicate in Chinese and language programme taught number of Chinese courses, courses learnt, and the time of living in China.
Global Journal of Foreign Language Teaching
Beyond Willingness to Speak Chinese: Case of Transferring Learning Chinese into Communication among University of Ghana Students2021 •
Willingness to communicate (WTC) has become an important role that facilitate language learning, the aim of this paper is to investigate WTC in Chinese as foreign language of motivation to transfer learning through oral communication among students learning Chinese at the university of Ghana. Second language learner’s motivation to transfer learning is grounded on effort, desire, knowledge, and skills learned in classroom and beyond the classroom to achieve the goal of learning a language. By adopting a survey approach, a quantitative data was administered for the study via questionnaires. one hundred (100) participants from level 200,300 and 400 were involved in the study to ascertain the factors that influence student’s willingness to communicate in Chinese. According to the results, personality trait, environment and teaching practice, language skills, the complexity of medium of translation, anxiety and self-confidence, were factors that contributes to students WTC. Keywords-U...
Global Journal of Foreign Language Teaching
Beyond willingness to speak Chinese: The case of transferring learning Chinese into communication among University of Ghana studentsWillingness to communicate (WTC) has become an important role that facilitates language learning. The aim of this paper is to investigate WTC in Chinese as a foreign language of motivation to transfer learning through oral communication among students learning Chinese at the University of Ghana. Second language learner's motivation to transfer learning is grounded on effort, desire, knowledge and skills learned in the classroom and beyond the classroom to achieve the goal of learning a language. By adopting a survey approach, quantitative data were administered for the study via questionnaires. One hundred participants from levels 200, 300 and 400 were involved in the study to ascertain the factors that influence student's WTC in Chinese. According to the results, personality trait, environment and teaching practice, language skills, the complexity of the medium of translation, anxiety and self-confidence were factors that contributes to students' WTC.
Universal Journal of Educational Research
Relationship between Willingness to Communicate in English and Foreign Language EnjoymentThis research sets out to investigate the relationship between WTC (willingness to communicate) in English and FLE (Foreign Language Enjoyment) among Chinese EFL (English as a foreign language) learners in normal universities in Shandong Province, China. This is a quantitative research through survey technique via a questionnaire on students' demographic variables, WTC, and FLE. The data collected from 128 recruited students have been addressed by SPSS (Statistical Package for Social Science) and AMOS (Analysis of Moment Structures). The outcomes of this research show that the tertiary EFL students in Shandong normal universities evaluated themselves as taking a high level of FLE and L2 WTC. Besides, data exhibited there was a significant positive relationship that is moderately strong between FLE and L2 WTC. Furthermore, the multiple regression analysis showed that FLE-teacher is the FLE dimension that significantly impacts on L2 WTC. Through the achievement of the fitness indexes required for GFI (Goodness of Fit Index), Ratio Chisq/df (Chi-square/ Degrees of Freedom), and RMR (Root Mean Square) at an acceptable level, the proposed structural model does fit with the data gathered. Thereby, the structural model proposed based on the conceptual framework was established for this study.
Language Learning
Willingness to Communicate in English: A Model in Chinese EFL Classroom Context: Willingness to Communicate in English2010 •
This study involves a large-scale investigation of willingness to communicate (WTC) in Chinese English-as-a-foreign-language (EFL) classrooms. A hypothesized model integrating WTC in English, communication confidence, motivation, learner beliefs, and classroom environment was tested using structural equation modeling. Validation of the measurements involved exploratory factor analyses on the dataset collected in a pilot study and confirmatory factor analyses in the main study. The results show that classroom environment predicts WTC, communication confidence, learner beliefs, and motivation. Motivation influences WTC indirectly through confidence. The direct effect of learner beliefs on motivation and confidence is identified. The model provides an adequate fit to the data, indicating the potential to draw on individual and contextual variables to account for classroom communication.
2009 •
This paper reports on an investigation into the communication strategies (CSs) of College English students (non-English major students) at Guizhou University in China. These students are a large group who are studying English and need to use CSs to facilitate their communication because they do not have sufficient exposure to English in daily life. All of the subjects are first-year bachelor students from the Arts and Science fields and they are grouped into high and low proficiency levels. The data is collected by means of a questionnaire and a semi-structured interview. Frequencies and Chi-square tests are conducted to analyze the data. The results indicate that variables of proficiency level, academic field and gender are probably related to CSs use to varying degrees. The results of this study could be a great help in the teaching of English to Chinese EFL learners by making them aware of CSs already in their repertoire and by encouraging them to use CSs more frequently.
2010 •
Journal of Language and Social Psychology (SAGE)
Willingness to Communicate in English Among Iranian Non–English Major University Students (Journal of Language and Social Psychology , SAGE)2012 •
The purpose of the present study is to examine willingness to communicate in the second language (L2WTC) construct and its underlying variables among non–English major students in Iran. The study used WTC and socioeducational models for examining L2 communication and L2 learning. Descriptive statistics, Pearson correlation, and t test were used with a sample of 158 non–English major university students. An L2 communication model was also proposed and tested using structural equation modeling. The results showed that L2 self-confidence and attitudes toward international community were two predictors of L2WTC in Iranian context. The paths from motivation to L2WTC and openness to experience to L2 self confidence were not significant and thus were deleted. The model shows a good fit to the data, which indicates the potential for using the L2WTC construct for English as a foreign language context.
Jurnal Komunikasi: Malaysian Journal of Communication
(Un)Willingness to Communicate in English among Korean Study Abroad Students in the Philippines2019 •
Internationalization has prompted schools to send out students in study-abroad programs. Many inbound international students come to the Philippines often to learn the English language at lower tuition costs, lower costs of living, and well-trained teachers. Among Koreans, many feel strongly motivated to learn English, yet many remain unwilling to communicate in real-life situations. The researchers explore the notion of (un)willingness to communicate among ten Korean EFL learners in study abroad programs in Manila. Findings from an indepth focus group discussion support previous studies within the Korean social context, in that the participants generally exhibit unwilling-to-communicate tendencies. Three themes that explain this phenomenon were identified: communicative situation's level of formality, learners' intercultural sensitivity, and their subject matter anxiety. Both level of formality and subject matter anxiety support willingness to communicate (WTC) as a situationally-dependent construct. However, intercultural sensitivity seemed to be a mixture of intercultural complex (IC) and L1 audience sensitivity (L1AS) previously found among learners within the Korean school system. It could then be that, as a factor of WTC in a study abroad context, intercultural sensitivity involves a knowledge of 'Non-Korean world', i.e., the Filipino language learning context, and an intense awareness of the inequalities perceived between Koreans and their Non-Korean audience. Results may assist communication coaches, international programs staff, and language teachers in minimizing the 'generalized baggage' that Korean learners carry around and bring with them when communicating in a foreign language.
Theory and Practice in Language Studies
The Willingness to Communicate in English Among Domestic Students in an International Online ClassThis mixed-method study explored the domestic students' willingness to communicate (WTC) in L2 (English) in an international class. In particular, it investigated the frequency of using English in social interaction with overseas students and online learning activities. In addition, it explored factors contributing to the use of English. In the quantitative stage, 25 students responded to the questionnaire on their frequency in the use of English in social interaction settings and Zoom-room settings. Quantitative data analysis revealed that most domestic students' English use frequency was shallow to moderate. However, the frequency of a few students ranged from moderate to very high. In the qualitative stage, nine students participated in a semi-structured interview concerning the factors contributing to the frequency of the use of English. The frequency in the use of English and the factors contributing to the frequency are provided in this paper.
2013 •
Environmental Health Perspectives
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… of the Conference of the British …
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