The Interplay Between Oral Communication Strategies and Willingness to Communicate in Impulsive and Reflective EFL Learners
Subject Areas :Sepideh Salehi 1 , Mania Nosratinia 2
1 - English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Keywords:
Abstract :
Alemi, M., Tajeddin, Z., Mesbah, Z. (2013). Willingness to communicate in L2 English: Impact of learner variables. Journal of Research in Applied Linguistics, 4(1), 42-61.
Best, J. W. & Kahn, J. V. (2006). Research in education (10th Ed.). London: Pearson.
Block, J., Block, J. H., & Harrington, D. M. (1974). Some misgiving about the MFFT as a measure of reflectivity/impulsivity. Developmental Psychology, 10(5), 611-632.
Brown, H. D. (2007). Principles of language learning and teaching (4th Ed.). New York: Pearson Education, Inc.
Brown, H. D. (2001). Teaching by principles: An interactionist approach to language pedagogy (2nd Ed.). New York: Longman, Inc.
Burgoon, J. K. (1976). The unwillingness to communicate scale: Development and validation. Communication Monographs, 43- 60-69.
Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd Ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd Ed.). New Jersey: Lawrence Erlbaum Associates Publishers.
Dörnyei, Z. (2005). The psychology of language learner: Individual differences in second language acquisition. NJ: Lawrence Erlbaum Associates.
Eysenck, S. B. G., & Eysenck, H. J. (1978). Impulsiveness and venturesomeness: Their position in a dimensional system of personality description. Psychological Reports, 43(3), 1247-1255.
Faerch, C., & Kasper, G. (1983). Strategies in interlanguage communication. New York, USA: Longman Inc.
Freiermuth, M., & Jarrell, D. (2006). Willingness to communicate: Can online chat help? International Journal of Applied Linguistics, 16(2), 189-212.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
Howatt, A. P. R. (1984). A history of English language teaching. Oxford: Oxford University Press.
Kagan, S. J., Rosman, B. L., Day, D., Albert, J., & Phillips, W. (1964). Information processing in the child: Significance of analytic and reflective attitudes. Psychological Monographs: General and Applied, 78(1), 1-37.
Kang, S.J. (2005). Dynamic emergence of situational willingness to communicate in a second language. System, 33, 277-292.
Kettler, T. (2014). Critical thinking skills among elementary school students: Comparing identified gifted and general education student performance. Gifted Child Quarterly, 58(2), 127–136.
MacIntyre, P. D., Baker, S. C., Clement, R., & Conrod, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in Second Language Acquisition, 23(3), 369-388.
MacIntyre, P. D., Clement, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal, 82(4), 545- 562.
MacIntyre, P. D., & Doucette, J. (2010). Willingness to communicate and action control. System, 38, 161-171.
MacIntyre, P. D., & Legatto, J. J. (2011). A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect. Applied Linguistics, 32(2), 149-171.
Mahdavinia, M., & Molavizade, M. (2013). On the relationship between impulsivity/reflectivity cognitive style and the use of idioms in composition writing among Iranian advanced EFL learners. Electronic Journal for the Teachers of English, 3(1), 49-61.
Marashi, H., & Moghaddam, M. (2014). The difference between field-dependent and field independent EFL learners’ critical thinking and use of communication strategies. International Journal of Language Learning and Applied Linguistics World, 7(3), 434-458.
Matsuoka, R., & Evans, D. R. (2005). Willingness to communicate in the second language. Journal of Nursing Studies: National College of Nursing, Japan, 4, 3-12.
Maybin, J. (2002). Everyday talk. In J. Maybin, & N. Mercer (Eds.), Using English: From Conversation to Canon (p. 26). Dublin: Routledge.
McCormick, D. F., & Whittington, M. S. (2000). Assessing academic challenges for their contribution to cognitive development. Journal of Agricultural Education, 41(3), 114-122.
McCroskey, J. C. (1977). Oral communication apprehension: A summary of recent theory and research. Human Communication Research, 4(1), 78-96.
McCroskey, J. C. (1982). An introduction to rhetorical communication (4th Ed.). Englewood Cliffs, NJ: Prentice-Hall.
McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40, 16-25.
McCroskey, J. C. (1997). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40(1), 16-25.
McCroskey, J. C. (2002). Learning goals and objectives. In J. L. Chesebro & J. C. McCroskey (Eds.). Communication for Teachers. Needham Heights, MA: Allyn & Bacon.
McCroskey, J. C., & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement. Paper presented at the annual convention of the Speech Communication association, Denver, Colorado.
McCroskey, J. C., & Richmond, V. P. (1982). Communication apprehension and shyness: Conceptual and operational distinctions. Central State Speech Journal, 33, 458-468.
McCroskey, J. C., & Richmond, V. P. (1987). Willingness to communicate and interpersonal communication. In J. C. McCroskey & J. A. Daly (Eds.), Personality and Interpersonal Communication (pp. 119-131). Newbury Park, CA: Sage.
McCroskey, J. C., & Richmond, V. P. (1989). Willingness to communicate and interpersonal communication. In J. C. McCroskey & J. A. Daly (Eds.), Personality and Interpersonal Communication (pp. 129-159). Newbury Park, CA: Sage.
McCroskey, J. C., & Richmond, V. P. (1991). Willingness to communicate: A cognitive view. In M. Booth-Butterfield (Ed.), Communication, Cognition, and Anxiety (pp. 19-37). Newbury Park, CA: Sage.
McCroskey, J. C., & Richmond, V. P. (2007). Analysis and improvement of the measurement of interpersonal attraction and homophile. Communication Quarterly, 54, 1-31.
Nakatani, Y. (2006). Developing an oral communication strategy inventory. The Modern Language Journal, 90(2), 151-168.
Nakatani, Y. (2010). Identifying strategies that facilitate EFL learners’ oral communication: A classroom study using multiple data collection procedures. The Modern Language Journal, 94(1), 116-136.
Navid Adham, L. (2013). The comparative effect of cooperative and competitive learning on impulsive and reflective EFL learners’ writing achievement. Unpublished MA thesis, Islamic Azad University, Central Tehran Branch, Tehran, Iran.
Nosratinia, M., & Zaker, A. (2014). Metacognitive attributes and liberated progress: The association among second language learners' critical thinking, creativity, and autonomy. SAGE Open, 43, 1-10. doi: 10.1177/2158244014547178
Nosratinia, M., & Zaker, A. (2017). Scrutinizing the impact of teachers’ critical thinking and teaching autonomy on their teaching success and learners’ use of language learning strategies. Journal of Language Teaching and Research, 8(1), 122-132.
Oxford, R. L. (1990). Language Learning Strategies: What every teacher should know. New York: Newbury House Publishers.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105-119.
Rashtchi, M., & Keyvanfar, A. (2010). ELT: Quick 'n' easy (3rd Ed.). Tehran: Rahnama Press.
Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. New York: Cambridge University Press.
Salimian, R., & Tabatabaei, O. (2015). Relationship between L2 learners’ autonomy and their cognitive style: Reflectivity in focus. International Journal of Foreign Language Teaching and Research, 3(9), 17-26.
Sarvghadi, S. (2016). The relationship among EFL learners’ willingness to communicate, autonomy, and use of oral communication strategies [unpublished master’s thesis]. Islamic Azad University, Central Tehran Branch, Tehran, Iran.
Shojaee, S. (2016). Oral communication strategies, metacognitive awareness, and communication apprehension as predictors of oral proficiency of EFL learners. Unpublished MA thesis, Shahid Bahonar University of Kerman, Iran.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th Ed.). Boston: Pearson Education.
Thomson, D. L. (2010). Beyond the classroom walls: Teachers’ and students’ perspectives on how online learning can meet the needs of gifted students. Journal of Advanced Academics, 21, 662–712.
Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). The influence of attitudes and effect on willingness to communicate and second language communication. Language Learning, 54(1), 119–152.
Zaker, A. (2016). Social constructivism and metacognition in an EFL context: Inspecting the contribution of critical thinking to EFL learners’ social intelligence. Humanising Language Teaching, 18.6. Retrieved December 27th, 2020, from: www.hltmag.co.uk/dec16/index.htm.
Zaker, A., & Nosratinia, M. (2021). Development and Validation of a Quantitative Research Literacy Questionnaire. International Journal of Foreign Language Teaching and Research, 9 (37), 11-30.
Zou, M. (2004). EFL learners’ perception of in-class relationships and their voluntary responses. In Y. Gao (Ed.), The Social Psychology of English Learning by Chinese College Students (pp. 149-167). Beijing: Foreign Language Teaching and Research Press
