Abstract
This study examined how Iranian EFL learners' level of academic self-schema is related to their willingness to communicate (WTC). To this end, 243 female undergraduate EFL university students from Islamic Azad University, Shiraz Branch (convenience sampling) completed two questionnaires, namely, a WTC and a researcher-made self-schema questionnaire. The latter questionnaire was developed based on two types of self-schemas, namely, entity and incremental. Entity self-schema regard ability as fixed or unchangeable while incremental self-schema regards it as improvable and changeable in future. Correlation results (r=0.380, p<0.000) indicated a statistically moderate but significant relationship between self-schema and WTC scores. To measure the predictability of WTC scores on the basis of the two levels of self-schema scores, a linear regression was calculated. The entity R value (0.165) illustrates a low correlation between entity self-schema and WTC while the incremental R value (0.516) shows a moderate correlation between the incremental self-schema scores and WTC. It means that 26.6% of the WTC can be predicted by the incremental self-schema scores. The findings of the present study showed that the incremental self-schema can be an important factor in the EFL learners' willingness to communicate because it is related to choices and actions that affect learning.
Highlights
Second language researchers have emphasized the importance of communication as a crucial component of modern language instruction
This study aims at exploring the relationship between Iranian EFL learners’ academic self-schemas and their willingness to communicate in English
To measure the predictability of Willingness to Communicate (WTC) scores on the basis of the two levels of self-schema scores, a linear regression was calculated between self-schema scores and WTC
Summary
Second language researchers have emphasized the importance of communication as a crucial component of modern language instruction. MacIntyre, Baker, Clement, and Donovan [2] believe that in spite of the importance of communication in second language instruction and the long-accepted view that learners need practice in speaking to learn, some language learners prefer to stay silent. Even if learners are well-equipped with communicative skills, they may prefer not to speak. These personal impressions of one’s own capabilities can in various ways influence the interest of individuals in establishing communications. As a result of differential processing of information, one’s academic self-schemas can influence one’s performance in class
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