Reticence and Willingness to Communicate to Predict Daily Class Participation Among Iranian and Iraqi-Kurdistan Kurdish EFL Learners
الموضوعات : Research in English Language Pedagogy
Hameed Hamasaid
1
,
Habib Soleimani
2
,
Atta Hamamorad
3
1 - English Department, College of Basic Education, University of Halabja, Kurdistan Region-Iraq
2 - Department of English and Linguistics, University of Kurdistan, Sanandaj, Iran
3 - English Department, College of Basic Education, University of Halabja, Kurdistan Region-Iraq
الکلمات المفتاحية: Reticence, Class Participation, Willingness to communicate, EFL learners,
ملخص المقالة :
One of the most important factors influencing the participation of English language learners is the willingness to communicate and trying to reduce reticence. The purpose of this study was to predict daily class participation based on reticence and willingness to communicate. The sample for the current research was selected from the students of the English language department, College of Basic Education, the University of Halabja in Kurdistan Region of Iraq, and students of the English Language Department at the University of Kurdistan, Sanandaj in Iran and the sample number was 200 people. The data of the present study came from two questionnaires consisted of two scales measuring Reticence scale, and Willingness to Communicate (WTC) scale to measure students’ predisposition towards approaching or avoiding communication. According to the results of regression analysis, reticence can be a significant predictor of students' participation in daily classroom activities. Furthermore, the results indicated that the relationship between willingness to communicate and participation in class activities in both groups of boys and girls was statistically positive and significant. The results of regression analysis also revealed that willingness to communicate can significantly and positively predict students' participation in daily classroom activities.
Aghazadeh, S., & Abedi, H. (2014). Student reticence in Iran's academia: Exploring students’ perceptions of causes and consequences. Procedia-Social and Behavioral Sciences, 98, 78-82.
Amiryousefi, M. (2016). The differential effects of two types of task repetition on the complexity, accuracy, and fluency in computer-mediated L2 written production: a focus on computer anxiety. Computer Assisted Language Learning, 29(5), 1052-1068.
Asker, B. (1998). Student reticence and oral testing: A Hong Kong study of willingness to communicate. Communication Research Reports, 15(2), 162-169.
Baghaei, P. (2011). Validation of a multidimensional scale of willingness to communicate. In Meeting of the Methodology and Evaluation Section of the German Association of Psychology. Sep (pp. 21-23).
Bailey, K. M., & Nunan, D. (Eds.). (1996). Voices from the language classroom: Qualitative research in second language education. Cambridge University Press.
Baktash, F., & Chalak, A. (2016). The relationship between reticence and personality types in Iranian university EFL classrooms. Theory and Practice in Language Studies, 6(5), 1000-1005.
Brown, H. (2007) Principles of Language Learning and Teaching (5th ed.). New York: Longman.
Brown, H. D. (2007). Teaching by Principles. New York: Addison Wesley Longman Inc.
Cetinkaya, Y. B. (2005). Turkish college students' willingness to communicate in English as a foreign language [Doctoral dissertation, The Ohio State University].
Chalak, A., & Baktash, F. (2015). An investigation on students’ Reticence in Iranian University EFL classrooms. International Journal of Cognitive and Language Sciences, 9(8), 2656-2659.
Chang, C., & Lin, H. C. K. (2019). Classroom interaction and learning anxiety in the IRs-integrated flipped language classrooms. The Asia-Pacific Education Researcher, 28(3), 193-201.
Chichon, J. (2019). Factors influencing overseas learners’ Willingness to Communicate (WTC) on a pre-sessional programme at a UK university. Journal of English for Academic Purposes, 39, 87-96.
Cortazzi, M., & Jin, L. (1996). Cultures of learning: Language classrooms in China. Society and the language classroom, 169(206), 42.
De Saint Léger, D., & Storch, N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37(2), 269-285.
Donald, S. H. A. N. E. (2010). Learning how to speak: Reticence in the ESL classroom. Annual Review of Education, Communication & Language Sciences, 7, 41-58.
Dörnyei, Z. (2005). The psychology of the language learner: individual differences in second language acquisition. Lawrence Erlbaum.
Eliason, M. J., & Turalba, R. (2019). Recognizing oppression: College students' perceptions of identity and its impact on class participation. The Review of Higher Education, 42(3), 1257-1281.
Field, A. (2018). (5th ed.). Discovering Statistics Using IBM SPSS, Statistics for Statistics. SAGE Publications.
Goldoust, A., & Ranjbar, H. (2017). Willingness or unwillingness? The investigation of Iranian EFL learners’ tendency toward willingness to communicate. Journal of Applied Linguistics and Language Research, 4(1), 260-267.
Hall, G. (2011). Exploring English language teaching: Language in action. Routledge.
Harumi, S. (2010). Classroom silence: Voices from Japanese EFL learners. ELTJournal, 65(1), 1-10.
Kalyar, J. M., Pathan, H., Channa, M. A., Lohar, S. A., & Khan, J. (2019). An investigation of willingness to communication in ESL classroom: A quantitative study of elementary students in Pakistan. International Journal of English Linguistics, 9(1), 357-366.
Kang, S. J. (2005). Dynamic emergence of situational willingness to communicate in a second language. System, 33(2), 277-292.
Keaten, J. A., Kelly, L., & Finch, C. (1997). Development of an instrument to measure reticence. Communication Quarterly, 45(1), 37-54.
Keaten, J. A., & Kelly, L. (2000). Reticence: An affirmation and revision. Communication Education, 49(2), 165-177.
Khany, R., & Nejad, A. M. (2017). L2 willingness to communicate, openness to experience, extraversion, and L2 unwillingness to communicate: The Iranian EFL context. RELC Journal, 48(2), 241-255.
Kim, S. J. (2004). Exploring willingness to communicate (WTC) in English among Korean EFL (English as a foreign language) students in Korea: WTC as a predictor of success in second language acquisition [Doctoral dissertation, The Ohio State University].
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford University.
Lee, J. S., Lee, K., & Chen Hsieh, J. (2019). Understanding willingness to communicate in L2 between Korean and Taiwanese students. Language Teaching Research. https://doi.org/10.1177/1362168819890825
Liu, M. (2005a). Causes of reticence in EFL classrooms: A study of Chinese university students. Indonesian Journal of English Language Teaching, 1(2), 220-236.
Liu, M. (2005b). Reticence in oral English language classrooms: A case study in China. TESL Reporter, 38(1), 1-16.
MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(4), 564-576.
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.
McCroskey, J. C., & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement. Paper presented at the meeting of the Annual Convention of the Speech Communication Association, Denver, CO.
McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40(1), 16-25.
Mehrgan, K. (2013). Willingness to communicate in second language acquisition: A case study from a socio-affective perspective. Journal of comparative literature and culture, 2(4), 172-75.
Ningsih, S. K., Narahara, S., & Mulyono, H. (2018). An Exploration of Factors Contributing to Students' Unwillingness to Communicate in a Foreign Language across Indonesian Secondary Schools. International Journal of Instruction, 11(4), 811-824.
Oz, H., Demirezen, M., & Pourfeiz, J. (2015). Emotional intelligence and attitudes towards foreign language learning: Pursuit of relevance and implications. Procedia-Social and Behavioral Sciences, 186, 416-423.
Peng, J. E. (2012). Towards an ecological understanding of willingness to communicate in EFL classrooms in China. System, 40(2), 203-213.
Phillips, G. M. (1965). The problem of reticence. Pennsylvania Speech Annual, 22, 22-38.
Phillips, G. M. (1977). Rhetoritherapy versus the medical model: Dealing with reticence. Communication Education, 26(1), 34-43.
Richards, J. C., & Rodgers, T. S. (2011). Approaches and methods in language teaching. Cambridge university press.
Ro, E., & Burch, A. R. (2020). Willingness to communicate/participate’in action: A case study of changes in a recipient's practices in an L2 book club. Linguistics and Education, 58, 1-11. https://doi.org/10.1016/j.linged.2020.100821.
Shao, Q., & Gao, X. A. (2016). Reticence and willingness to communicate (WTC) of East Asian language learners. System, 63, 115-120.
Soo, R. S., & Goh, H. S. (2017). Pre-service English teachers’ reticent beliefs towards oral participation in EAP classrooms. The Asia-Pacific Education Researcher, 26(3-4), 155-162.
Tousi, M., & Khalaji, H. (2014). The impact of willingness to communicate on Iranian EFL learners speaking ability. International Research Journal of Applied and Basic Sciences, 8(11), 1866-1869.
Van Tuyen, N. (2017). Factors That Affect Students’ Reticence in Class. In International Conference on Education in Muslim Society (ICEMS 2017). Atlantis Press.
Xia, S. (2009). Are they ready to participate? East Asian students’ acquisition of verbal participation in American classrooms. Issues in Applied Linguistics, 17(2).
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66.
Yu, H., Li, H., & Gou, X. (2011). The personality-based variables and their correlations underlying willingness to communicate. Asian Social Science, 7(3), 253.
Zare-ee, A., & Shirvanizadeh, M. (2014). Uncovering undergraduate English-as-a-foreign-language learners' perceptions of reticence. Advances in Language and Literary Studies, 5(5), 50-63.
Zarrinabadi, N., & Abdi, R. (2011). Willingness to Communicate and Language Learning Orientations in Iranian EFL Context. International Education Studies, 4(4), 206-214.
Zeng, M. (2004). The role of grammatical instruction within communicative language teaching among Chinese ESL students [Master’s thesis, University of Windsor, Canada]. Available from ProQuest Dissertations Publishing.
