Willingness to Communicate in Arabic Among Secondary Islamic Boarding School Students in Cambodia: A Mixed-Methods Study

هدف از این پژوهش، بررسی رابطه‌ی بین هوش هیجانی، استقلال، خودتنظیمی و تمایل به برقراری ارتباط با مهارت خواندن و درک مطلب فارسی­آموزان غیرفارسی‌زبان است. 141 نفر از دانشجویان 28 کشور جهان که در 12 دانشگاه ایران بودند، در این پژوهش مشارکت کردند. این افراد در مراکز زبان فارسی دانشگاه­ها مشغول به یادگیری زبان فارسی به عنوان زبان خارجی بودند یا دانش‌آموخته‌ی زبان فارسی از همین مراکز بودند. دانشگاه­های منتخب تحقیق حاضر در بخش­های مختلف کشور، یعنی شمال، جنوب، شرق، غرب و مرکز ایران واقع شده­اند. ابزار مورد استفاده در پژوهش حاضر، آزمون خواندن و درک ­مطلب فارسی و چهار پرسشنامه‌ی تمایل به برقراری ارتباط، خودتنظیمی، خودراهبری و هوش هیجانی بوده است. نتایج ضریب همبستگی پیرسون نشان می‌دهد که هر چهار متغیر با مهارت خواندن و درک مطلب رابطه­ی مثبت و معناداری دارند. همچنین، بین تمامی زیرمؤلفه­های استقلال، هوش هیجانی، خودتنظیمی و این مهارت نیز روابط مثبت و معناداری وجود دارد. به منظور سنجش قدرت پیش‌بینی کننده‌ی 4 متغیر مستقل به همراه زیرمؤلفه‌های تشکیل‌دهنده‌ی آن‌ها نسبت به مهارت خواندن، از روش‌های آماری رگرسیون چندگانه و استاندارد شده استفاده شد. هر 4 متغیر مستقل و اغلب زیرمؤلفه­های مربوط به آن­ها قدرت پیش­بینی خوبی از مهارت خواندن دارند. به‌علاوه، به منظور فراهم آوردن بینش عمیق­تر در مورد متغیرها و برآورد قدرت روابط علی میان آن­ها، مدل معادله‌ی ساختاری از طریق نرم‌افزار ای‌ام‌ا‌اس استفاده ­شد. هر چهار متغیر مستقل پیش­بین مهارت خواندن و درک مطلب بودند و از میان آن‌ها متغیر تمایل به برقراری ارتباط قوی­ترین پیش‌بین این مهارت بود.

Willingness to communicate in a second language (L2-WTC) is a crucial factor influencing the success of language learning, particularly in the context of Arabic learning. This article presented the extent to which Arabic language learners' willingness to communicate (WTC) in a second language impacts their achievement in acquiring language skills. A quantitative approach was used and the study surveyed 33 undergraduate Arabic learners at UIN Bandung in 2023. Data were collected through questionnaires measuring WTC levels and the factors influencing them, such as motivation, speaking anxiety, and opportunities for language practice. Statistical analysis was conducted to identify the relationship between WTC and the Arabic language proficiency learners. The results indicated that a high level of WTC is positively associated with better communicative competence. Additionally, learning motivation and environmental support significantly contribute to enhancing students' WTC. On the other hand, speaking anxiety and limited practice opportunities were identified as barriers to achieving optimal WTC. This article recommends that Arabic language instructors focus on teaching strategies that can enhance WTC, such as creating supportive environments and reducing speaking anxiety. Further research is suggested to explore the role of technology in supporting WTC and to investigate other individual factors such as cultural and social backgrounds.

One of the non-linguistics factors which is sometimes out of the teacher’s awareness during the teaching of speaking is how ready or how willing the language learners are to engage in the provided activities in which this psychological condition is then termed as Willingness to Communicate (WTC). To prepare the language learners in order to be more ready or willing is essential to take into account since a fact shows that the high WTC will increase the language learners’ frequency of using the language learned (English) in a communication. This is a descriptive qualitative research which investigated about the students’ WTC in a speaking class consisting of 29 students English Department in STKIP Muhammadiyah Kotabumi. Apart from this, this study also probed what variables influencing their WTC. An observation was done in order to collect the research data and make a conclusion. Due to the collecting data, it was found that students’ WTC is high. Further, some variables such as classroom variables (task type, topic, and interlocutor), individual variables (introversion, self-esteem, and anxiety), and communicative competence are found to contribute on students’ WTC during the speaking activity. Among others, the topic given is as the most influential variable affects students’ WTC. Whereas, it is found that interlocutor variable due to their gender and age does not affect students’ WTC. Hence, English teachers are suggested to give more attention at some variables affecting students’ WTC in order to help the students increase their WTC which leads to their speaking improvement.

本研究探究了香港某所國際學校中漢語作為第二語言學習者的中文交際意願。研究對象主要是香港某英基國際學校的170名漢語學習者；主要採用定量的研究方法，通過研究者的課堂觀課和學生的“自我報告”（Self-report）來搜集數據，通過五個量表（背景變量量表、心理變量量表和課堂內外漢語交際意願量表）來實現研究；研究的內容包括學生們課堂內、外漢語交際意願的總體水平以及可能存在的差異，並總結前人研究發現，在新的研究背景下對一些可能存在影響關係的背景變量（年齡、性別、漢語水平、學習漢語的社會支持、母語、性格、對待學習漢語的態度）和心理變量（學習漢語時的焦慮、動機、自我覺察的交際能力）進行數據分析并驗證假設，通過SPSS19.0來付諸實現；最終就如何提高學生的課堂內、外漢語交際意願提出教學建議。
\n 本次研究的主要研究發現有：（1）該國際學校漢語學習者的總體漢語交際意願水平偏低，介於“較低交際意願”和“中度交際意願”之間，而且課內漢語交際意願略高於課外漢語交際意願。（2）總體來看，男生和女生之間不存在漢語交際意願上的顯著差異，但在課內，女生比男生更容易不懂就問、更關注語言知識的細節；男生比女生更願意作為發言代表來公開表達自己觀點；在課外，男生比女生更願意在校園裡與陌生人說漢語，更願意和朋友們或者陌生人上網用漢語交流。（3）預科項目（DP）和中學項目（MYP）的學生群體間不存在漢語交際意願的顯著差異。但在課堂上，DP學生比MYP的學生更願意進行公開性的漢語表達，更願意深入探討相關問題，更願意進行一些總結概括能力較強的發言。（4）DP年級學生的漢語水平和交際意願呈顯著正相關，即漢語水平高越高，課內、課外和總體的漢語交際意願越高,漢語水平越低，課內、課外和總體的漢語交際意願越低。（5）在用漢語進行“主動性發言”上的意願，漢語水平高的群體明顯高於漢語水平低的群體，說明高水平漢語學習者更願意掌握交際的主動權。（6）學習漢語社會支持較多的群體表現出明顯更高的漢語交際意願，呈顯著正相關。（7）以廣東話作為母語的學生比以英語作為母語的學生具有更高的漢語交際意願，這種差異性在課堂外比課堂內體現得更為明顯。（8）性格較外向的學生比性格較內向的學生具有更高的課內漢語交際意願。（9）喜歡學漢語的學生比不喜歡學漢語的學生具有更高的課內、課外和總體漢語交際意願。（10）總體來看，學生學習漢語的動機和自我覺察的漢語交際能力都偏高，且兩者與課內、課外和總體漢語交際意願均呈十分顯著正相關，其中動機與課外方面相關性略大，而自我覺察的交際能力與課內方面相關性略大。學生的總體焦慮水平偏低，與課內、課外和總體交際意願均呈十分顯著負相關，與課內方面相關性略大課外方面。無論是課內還是課外漢語交際意願，“自我覺察的交際能力”對漢語交際意願來說是預測性最強的心理變量。
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\n This research investigated Chinese as second language (CSL) learner’s willingness to communicate (WTC) both inside and outside classroom in one of international schools, Hong Kong. The research objects are 170 Chinese Language B learners from an English School Foundation (ESF) international school. The main methodology adopted here was quantitative method. Classroom observations by researcher and self-reports by students were firstly done to collect background data, and then five scales were employed to do the main investigation, including a WTC Inside–the-classroom Scales (WTCIS), a WTC Outside-the-classroom Scale (WTCOS), a Language Anxiety Scale (LAS), a Motivation Scale (MS) and a Self-perceived Communicative Competence Scale (SCCS). The research objectives were to explore the general situation of CSL learners’ WTC, and the specific characteristics as well as possible differences of their WTC inside and outside the classroom; then to further examine the possible affecting variables from both background and psychological perspectives including gender, age, Chinese language proficiency, mother tongue, social support, personality and attitudes towards learning Chinese, which were regarded as background variables, and language anxiety, motivation and self-perceived communicative competence, which were regarded as psychological variables. After that, data was processed and analyzed by SPSS 19.0 for hypothesis verification. Finally, pedagogical implications on how to improve CSL learners’ WTC both inside and outside classroom were generalized from the study.
\n The major findings showed that: (1) the general WTC of CSL learners from this school were slightly on the low side, between the Lower and Middle level, and the WTC inside the classroom was comparatively higher than outside of classroom. (2) On overall WTC, there was no significant difference between male and female students. But inside the classroom, girls were more likely to ask questions and pay more attention on language details than boys, while boy were more active to be the presenters and voice out in public. Outside the classroom, boys were more willing to communicate with strangers or chat online with friends in Chinese. (3) No significant WTC difference was found between Diploma Program (DP) and Middle Years Program (MYP), but DP CSL learners showed more willingness to make public speech, to be more of an inquirer in problems, and to do more generalization in speaking. (4) Among DP group, significant positive correlation was found between language proficiency and WTC, suggesting that the more proficient CSL learners showed higher WTC, and vice versa. (5) The more proficient group were more willing to speak Chinese voluntarily than the less proficient ones, implying that the more competent language learners are more likely to the take the initiative in communication. (6) CSL learners with more social supports to learn Chinese showed higher WTC, and a significant positive correlation was found here. (7) Students with Cantonese as mother tongue had higher WTC than their English as mothertougue counterparts, and this difference was more obviously outside of classroom. (8) Extroverted students showed significantly higher WTC inside of the classroom than the introverted. (9) Students who liked learning Chinese demonstrated higher WTC than those who didn’t. (10) Students’ motivation to learn Chinese and their SPCC were both on the high side, and both correlated positively on WTC, with motivation correlated more closely on outside WTC while SPCC more on inside WTC. Students showed slight lower anxiety level in speaking Chinese. Anxiety had significant negative correlation with WTC, and it mattered more inside than outside of classroom. No matter for WTC inside or outside, SPCC was the most predictive variable among the three.

The main goal of learning Arabic is to develop practical linguistic skills among learners centered around the concept of willingness to communicate (WTC). WTC refers to learners' strong desire and readiness to speak in specific contexts or situations. A critical challenge is how to accurately measure WTC in Arabic language learning using a valid and reliable instrument. Understanding WTC is crucial as it indicates learners' motivation to use Arabic, enhances their speaking proficiency, and creates a supportive linguistic environment. Research on WTC in Arabic language learning is currently limited, necessitating further exploration in this area. Consequently, this study aims to develop a valid and reliable WTC measurement instrument for Arabic language learners using a quantitative approach, incorporating both Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) methods. The participants for this research are 204 Arabic language learners, and a survey was utilized for data collection. The WTC instrument employed in this study is an adaptation of existing instruments, modified to align with the context of Arabic language learning and the specific conditions of Indonesian learners. The findings reveal that the WTC construct has yielded valid and reliable items that can be used to measure WTC among learners in Arabic language learning. Furthermore, there are three main dimensions within this construct, namely, the context of online, classroom, and offline. Thus, it is hoped that the WTC construct developed can be utilized to measure aspects of WTC among Arabic language learners, thereby enabling the determination of further steps in realizing linguistic behaviors

Classroom communication helps learners ameliorate their language proficiency, particularly speaking skills. Considering this, factors that bring favorable variations in language learners’ willingness to communicate (WTC) need to be identified. To address this need, many SLA researchers have strived to disclose the predictors or antecedents of L2 learners’ WTC. However, no researcher has examined the internal and external sources of this variable and the growth of L2 learners’ WTC via complexity-informed approaches. To bridge the gaps, using latent growth curve analysis (LGCA), the present study investigated the rate of change in Chinese EFL learners’ WTC at the beginning, middle, and the end of the semester and measured the role of foreign language enjoyment (FLE) and perceived classroom climate in predicting Chinese EFL learners’ WTC. To accomplish this, three self-report scales were administered to 894 EFL learners at three different times. Results indicated that Chinese EFL learners’ WTC significantly increased during the semester and uncovered that FLE and perceived classroom climate brought positive and significant variations in Chinese EFL learners’ WTC. The findings would be of great help to language teachers, notably English teachers, in raising L2 learners’ WTC.

Willingness to communicate in a second language has become an important area of research recently. However, different factors which influence learners' willingness to communicate have not been widely investigated in the Turkish classroom context. Motivation is considered as an important factor which has a direct influence on learners' willingness to communicate. Thus, this study will look into the relationship between English as a foreign language (EFL) learners' willingness to communicate (WTC) in Turkish EFL context and their motivation about English learning through the participation of 106 EFL students who were registered in the one-year preparatory school at Usak University, Turkey. Language Learning Orientation Scale and Willingness to Communicate Scale were adopted for the study. Descriptive statistics and simple linear regression analysis were carried out to find out the relationship between WTC and motivation. Findings indicated that participants were somewhat willing to communicate and there was a significant correlation between learners' WTC and motivation. The findings of this study is useful in terms of the pedagogical and theoretical implications which emphasize the role of motivation in encouraging L2 learners' willingness to communicate.

Willingness to Communicate (WTC) has become an important concept in second language (L2) classroom context. WTC is proven as a predictor of classroom participation since students who tend to have high WTC participated more in classroom interaction and they are likely to be ready to get involved in any interactions using their L2 both inside and outside classroom. Given the central role teachers play in pedagogy, who shape the curriculum within the context and content, and shape the decisions of teaching methods and strategy play dynamic role in maintaining students’ willingness to communicate. This study aims: (1) to portray teachers’ beliefs about their role and practice of interaction strategies in maintaining students’ WTC; (2) to find out interaction strategies employed by the teacher in maintaining students’ WTC. Employing narrative inquiry, the two experience English teacher was gathered by means of personal narrative and interview. The findings revealed that teacher plays a very crucial role in students’ WTC. This study also highlight that the use of three interaction strategies such as teacher-front, facilitator-oriented, and learner-oriented strategy can contribute in maintaining students’ WTC, by applying appropriate techniques. This study suggest that teacher should perform various roles to become an ideal guide in shaping students’ WTC. The use of various effective strategies with involving familiar term of topic, and the use of encouragement can be applied in encouraging English interaction. This present study is expected to create awareness on the significance of EFL teachers to share their interaction skills and vary effective interaction strategies improve the quality of English teaching and learning.

Willingness to communicate (WTC) is a key concept in English language learning and communication. The literature has shown that WTC in a non-native English speaking environment is influenced by a multiplicity of factors, one of which is English proficiency. However, findings on its effect on WTC have been inconclusive. Therefore, this study investigated whether there was a statistically significant difference in WTC levels among students with different English proficiency levels and the ability of proficiency to predict WTC. The participants were 375 twelfth-grade Thai EFL students from two Southern Thailand government secondary schools. They responded to an adapted WTC scale which had been translated into the Thai language. The one-way ANOVA followed by a Tukey HSD test were used to analyse significant differences, while a simple linear regression assessed the ability of proficiency to predict WTC inside and outside the classroom. The results revealed that there were statistically significant differences in WTC between low, moderate and high proficiency students. It was also found that English proficiency could predict students’ WTC inside and outside the English classroom, but it only accounted for a small percentage of the variance. Findings of the study have implications for English language teaching and WTC research.

A person’s willingness to communicate (WTC), believed to stem from a combination of proximal and distal variables comprising psychological, linguistic, educational and communicative dimensions of language, appears to be a significant predictor of success in language learning. The ability to communicate is both a means and end of language education, since, on the one hand, being able to express the intended meanings in the target language is generally perceived as the main purpose of any language course and, on the other, linguistic development proceeds in the course of language use. However, MacIntyre (2007, p. 564) observes that some learners, despite extensive study, may never become successful L2 speakers. The inability or unwillingness to sustain contacts with more competent language users may influence the way learners are evaluated in various social contexts. Establishing social networks as a result of frequent communication with target language users is believed to foster linguistic development. WTC, initially considered a stable personality trait and then a result of context-dependent influences, has recently been viewed as a dynamic phenomenon changing its intensity within one communicative event (MacIntyre and Legatto, 2011; MacIntyre et al., 2011). The study whose results are reported here attempts to tap into factors that shape one’s willingness to speak during a communicative task. The measures employed to collect the data – selfratings and surveys – allow looking at the issue from a number of perspectives.

Focusing on empirical studies from 2012 to 2023, this systematic review investigates how Technology-enhanced Language Learning Environments (TELLEs) enhance Willingness to Communicate (WTC) in second language (L2) learners. The review identifies key findings demonstrating how the strategic use of TELLEs positively influences learners’ WTC through situational, affective, linguistic, and cognitive factors. Situational factors include enriched interactions with content, interlocutors, and teachers, significantly enhancing WTC. Key affective variables, such as self-confidence, L2 anxiety, and enjoyment, are crucial in shaping learners’ WTC. Additionally, TELLEs support the expansion of learners’ linguistic skills and reduce cognitive load, thereby facilitating WTC. Despite its benefits, challenges such as technical issues, distractions from the novelty of TELLEs, and privacy concerns remain barriers. The review advocates for thoughtful integration of TELLEs, aligning with well-defined pedagogical goals and a nuanced understanding of learners’ diverse needs and preferences. Future research should extend beyond English, aiming for a more inclusive and diversified focus to better understand WTC globally.

Active communication is an important element of second language (L2) learning, as it contributes to the acquisition of language competence. The prerequisite of L2 use is having the willingness to communicate (WTC). However, previous research tended to conflate WTC and communication behaviour and provided little evidence that WTC and/or communication behaviour actually improve language attainment. This study aims to distinguish between WTC and actual communication behaviour and to analyse how they may influence language performance at both the trait and state levels. The participants included a sample of 31 undergraduate English majors at a Chinese university. Their WTC, communicative behaviour and language performance were measured at both the trait and state levels via self-reports and teacher reports. In addition, group interviews were conducted to gain further insight into the differences between WTC and communication behaviour. The study revealed inconsistencies between state WTC and actual communication behaviour. Compared with WTC, communication behaviour was a better predictor of language performance. This study highlights the importance of distinguishing WTC from actual communication behaviour and constitutes an appeal to language teachers to strive for translating learners’ subjective communication intentions into actual communication behaviour to facilitate their language learning.

La voluntad de comunicarse (WTC por sus siglas en inglés) juega un rol fundamental en el aprendizaje de una segunda lengua (Clément et al., 2003; Kang, 2005; Yashima et al., 2004) porque un alto nivel de WTC puede ayudar a los estudiantes a lograr el dominio del idioma (MacIntyre et al., 2003; Yashima et al., 2004). Por tanto, MacIntyre et al. (1998, p. 547) afirmó que el objetivo principal del aprendizaje de idiomas debería ser el WTC. La voluntad de comunicarse en un idioma extranjero está vinculada a una variedad de emociones negativas (es decir, ansiedad y aburrimiento) y emociones positivas (es decir, disfrute y orgullo). Inspirado por el cambio de la psicología negativa a la psicología positiva en el campo del aprendizaje de una segunda lengua, el presente estudio tuvo como objetivo investigar si el disfrute del lenguaje y la ansiedad son predictores potenciales del WTC. Se encuestó a un grupo de 349 estudiantes de pregrado de Inglés como Lengua Extranjera (EFL por sus siglas en inglés) (mujeres = 226, hombres = 123) matriculados en universidades públicas de Arabia Saudita. Se recogieron datos cuantitativos durante un mes. Los análisis descriptivos revelaron niveles superiores a la media de WTC de los participantes. Los análisis de regresión múltiple revelaron que el disfrute del idioma extranjero (FLE por sus siglas en inglés) era un predictor del WTC, pero la ansiedad hacia el idioma extranjero en el aula (FLA por sus siglas en inglés) no se correlacionó significativamente con el WTC de los estudiantes. Estos resultados sugieren que los niveles más altos de disfrute pueden haber neutralizado los efectos de la ansiedad en el WTC, lo que indica el rol de las emociones positivas. Se discuten las implicaciones para los profesores de lenguas extranjeras.

In the realm of second language acquisition, classroom interaction (CI) is pivotal for learners' language development, and willingness to communicate (WTC) is widely recognized as a key factor in successful language learning. However, previous studies have not fully addressed the impact of CI on WTC, particularly regarding the mediating roles of speaking self-efficacy (SSE) and foreign language enjoyment (FLE). Therefore, this study aims to address these gaps. The research recruited 623 undergraduate students from three universities in China. Data were collected using a self-designed questionnaire that demonstrated strong reliability and validity. Structural equation modeling was employed to test the proposed hypotheses, with bootstrap analysis used to assess the significance of mediation effects. The results revealed that CI had a significant positive direct impact on WTC. Moreover, both SSE and FLE significantly mediated the relationship between CI and WTC. Notably, CI also affected WTC through the chain mediating effect of SSE and FLE. These findings provide empirical support for relevant theories and offer practical implications for language educators, such as fostering interactive classroom environments to boost students' SSE and FLE, ultimately promoting their WTC in language learning. The limitations and directions for future research were also discussed.

The present study attempted to examine the impact of task-based language teaching (TBLT) on university undergraduate students' willingness to communicate (WTC) in group discussions and public speaking. This experimental study hypothesized that TBLT would facilitate students' WTC, which is also effective for language learning. To test the proposed hypothesis, students' pre-test and post-test scores on WTC were calculated at two different times by administering the adopted version of McCroskey's (1992) 20-item questionnaire. To analyze the data, descriptive statistics and inferential statistics, including an Independent-Samples t-test and one-way MANCOVA, were performed in SPSS. The results showed that both the experimental group and the control group were not homogeneous on the pre-test. To control for the pre-existing difference between the two groups, the t-test was replaced with one-way ANCOVA, in which the pre-test score was treated as a covariate. The findings showed that TBLT exerted a significant impact on English language learners' WTC in group discussions and public speaking. In contrast, the control group did not exhibit any progress in WTC on the post-test. The implications of the study are also discussed.