The relationships among self-reported and observed first language and second language willingness to communicate and academic achievement

Abstract

ABSTRACT This longitudinal mixed methods study investigated the relationship between self-reported L1 and L2 willingness to communicate (WTC), observed (actual) L1 and L2 WTC behaviour, and academic achievement, as well as gender differences. Whereas early studies on WTC have focused on examining WTC as a trait, a few later studies have examined WTC as a state. However, none have included observations of actual WTC of the same participants in their L1 and L2 classrooms. This study collected data from self-reports, observations, and test scores and analysed them using descriptive statistics, Pearson and Spearman rank-order correlations, and t-tests and Mann–Whitney U tests. The results revealed no significant correlations between self-reported and observed L1 WTC or between self-reported and observed L2 WTC but revealed significant and positive correlations between observed L2 WTC and L2 test scores, between observed L1 and L2 WTC, and between L1 and L2 test scores. Although there were significant gender differences in L2 WTC, there were none in L1 WTC or in L1 test scores. Additionally, the observations showed that teacher-fronted activities dominated both L1 and L2 classrooms. The study shows the complexity of WTC and the usefulness of understanding WTC. Implications are also provided.