Relationship between Willingness to Communicate in English and Foreign Language Enjoyment

Chew Fong Peng,Yin Kun,Fatiha Senom

doi:10.13189/ujer.2020.081057

Abstract

This 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.

Highlights

IntroductionTEFOL (Teaching English to Speakers of Other Languages) has taken on a wide range of reform and alteration during the last century
Note: WTC= Willingness to communicate in English; SD=standard deviation
The analysis result of the Pearson product-moment Educational policy-makers emphasize the cultivation correlation test revealed that there was a statistically of English language learners’ interactive communication significant positive correlation which was moderately strong between FLE and WTC in English

Summary

Introduction

TEFOL (Teaching English to Speakers of Other Languages) has taken on a wide range of reform and alteration during the last century. CLT (Communicative language teaching) underlines the actual language use for significantly interactive communication in the process of FL (foreign language) acquisition. Greater care to underscore the communicative uses of foreign or second language have been given by many researchers, such as MacIntyre and Charos (1996). They explicitly proclaimed that one must talk to learn and suggestions for improving linguistic proficiency through using the language were provided to the language learners. L2 learners are not enabled to get proficient unless they communicatively use the target language (Khajavy, Ghonsooly, Hosseini Fatemi, & Choi, 2016)

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Conclusion