Research Article
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Year 2021, Volume: 7 Issue: 2, 1 - 36, 17.12.2021
https://doi.org/10.47216/literacytrek.770371

Abstract

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References

  • Altıner, C. (2018). Turkish EFL learners' willingness to communicate in English. International Journal of Contemporary Educational Research, 5(1), 40-49. Retrieved from https://files.eric.ed.gov/fulltext/EJ1207530.pdf
  • Asmali, M., Bilki, U., & Duban, C. A. (2015). A comparison of the Turkish and Romanian students' willingness to communicate and its affecting factors in English. Journal of Language and Linguistic Studies, 11(1), 59-74. Retrieved from https://files.eric.ed.gov/fulltext/EJ1105211.pdf
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1016/0146-6402(78)90002-4
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
  • Başöz, T., & Erten, İ. H. (2018). Investigating tertiary level EFL learners' willingness to communicate in English. English Language Teaching, 11(3), 78-87. https://doi.org/10.5539/elt.v11n3p78
  • Bektaş-Çetinkaya, Y. (2005). Turkish college students' willingness to communicate in English as a foreign language (Unpublished doctoral dissertation). The Ohio State University, Columbus, OH.
  • Bektaş-Çetinkaya, Y. (2007). Turkish students' willingness to communicate in English. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 21, 115-123. Retrieved from https://dergipark.org.tr/tr/pub/deubefd/issue/25430/268306
  • Burgoon, J. K. (1976). The unwillingness-to-communicate scale: Development and validation. Communications Monographs, 43(1), 60-69. https://doi.org/10.1080/03637757609375916
  • Charos, C. (1994). Personality and individual differences as predictors of second language communication: A causal analysis (Unpublished Honors Thesis). University of Ottawa, Canada.
  • Clément, R. (1980). Ethnicity, contact and communicative competence in a second language. In H. Giles, W P. Robinson, & P. M. Smith (Eds.), Language: Social psychological perspectives (pp. 147-154). Pergamon.
  • Clément, R. (1986). Second language proficiency and acculturation: An investigation of the effects of language status and individual characteristics. Journal of Language and Social Psychology, 5(4), 271-290. https://doi.org/10.1177/0261927X8600500403
  • Clément, R., Baker, S. C., & MacIntyre, P. D. (2003). Willingness to communicate in a second language: The effects of context, norms, and vitality. Journal of Language and Social Psychology, 22(2), 190-209. https://doi.org/10.1177/0261927X03022002003
  • Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44(3), 417-448. https://doi.org/10.1111/j.1467-1770.1994.tb01113.x
  • Clément, R., & Kruidenier, B. G. (1985). Aptitude, attitude and motivation in second language proficiency: A test of Clément's model. Journal of Language and Social Psychology, 4(1), 21-37. https://doi.org/10.1177/0261927X8500400102
  • Cubukcu, F. (2008). A study on the correlation between self-efficacy and foreign language learning anxiety. Journal of Theory and Practice in Education, 4(1), 148-158. Retrieved from http://eku.comu.edu.tr/index/4/1/fcubukcu.pdf
  • Cresswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education. Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284. https://doi.org/10.2307/330107
  • Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135. https://doi.org/10.1017/S026144480001315X
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
  • Fallah, N. (2014). Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modeling approach. Learning and Individual Differences, 30, 140-147. https://doi.org/10.1016/j.lindif.2013.12.006
  • Fushino, K. (2010). Causal relationships between communication confidence, beliefs about group work, and willingness to communicate in foreign language group work. TESOL Quarterly, 44(4), 700-724. https://doi.org/10.5054/tq.2010.235993
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
  • Heston, J. K. (1974). Unwillingness to communicate and conflict as predictors of information-processing behaviors. Available from ProQuest Dissertations & Theses Global. (Order No. 7504978)
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
  • Khajavy, G. H., Ghonsooly, B., Hosseini Fatemi, A., & Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50(1), 154-180. https://doi.org/10.1002/tesq.204
  • Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon.
  • Lippa, R. A. (1994). Introduction to social psychology (2nd ed.). Brooks/Cole Publishing Company.
  • MacIntyre, P. D. (1994). Variables underlying willingness to communicate: A causal analysis. Communication Research Reports, 11(2), 135-142. https://doi.org/ 10.1080/08824099409359951
  • MacIntyre, P. D., Baker, S. C., Clément, 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. https://doi.org/ 10.1017/S0272263101003035
  • MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52(3), 537-564. https://doi.org/10.1111/1467-9922.00226
  • MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1), 3-26. https://doi.org/10.1177/0261927X960151001
  • MacIntyre, P. D., & Clément, R. (1996). A model of willingness to communicate in a second language: The concept, its antecedents, and implications. Paper presented at the 11th World Congress of Applied Linguistics, Jyväskylä, Finland.
  • MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562. https://doi.org/ 10.1111/j.1540-4781.1998.tb05543.x
  • MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47(2), 265-287. https://doi.org/10.1111/0023-8333.81997008
  • McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40(1), 16-25. https://doi.org/10.1080/01463379209369817
  • McCroskey, J. C., & Baer, J. E. (1985, November). Willingness to communicate: The construct and its measurement. Paper presented at the Annual Meeting of the Speech Communication Association, Denver, CO. Retrieved from https://files.eric.ed.gov/fulltext/ED265604.pdf
  • McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: Differing cultural perspectives. Southern Communication Journal, 56(1), 72-77. https://doi.org/10.1080/10417949009372817
  • Merç, A. (2008). Willingness to communicate inside the classroom for foreign language learners: A study with Turkish learners. In Proceedings of the IASK International Conference: Teaching and Learning 2008 (pp. 828-835).
  • Merç, A. (2014). The relationship between WTC level and LLS use among Turkish EFL learners. Anadolu Journal of Educational Sciences International, 4(2), 133-161. https://doi.org/10.18039/ajesi.01893
  • Merç, A. (2015). Foreign language teaching anxiety and self-efficacy beliefs of Turkish pre-service EFL teachers. The International Journal of Research in Teacher Education, 6(3), 40-58. Retrieved from htpp://ijrte.penpublishing.net
  • Mills, N. (2014). Self-efficacy in second language acquisition. In S. Mercer & M. Williams (Eds.), Multiple perspectives on the self in SLA (pp. 6-22). Multilingual Matters.
  • Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self-efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39(2), 276-295. https://doi.org/10.1111/j.1944-9720.2006.tb02266.x
  • Modirkhameneh, S., & Firouzmand, A. (2014). Iranian EFL learners’ willingness to communicate and language learning orientations. Procedia-Social and Behavioral Sciences, 98, 1134-1139. https://doi.org/10.1016/j.sbspro.2014.03.526
  • Öz, H. (2014). Big five personality traits and willingness to communicate among foreign language learners in Turkey. Social Behavior and Personality: An International Journal, 42(9), 1473-1482. https://doi.org/10.2224/sbp.2014.42.9.1473
  • Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37, 269-275. https://doi.org/10.1016/j.lindif.2014.12.009
  • Pajares, F., & Johnson, M. J. (1994). Confidence and competence in writing: The role of self-efficacy, outcome expectancy, and apprehension. Research in the Teaching of English, 28(3), 313-331.
  • Peng, J. E., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language Learning, 60(4), 834-876. https://doi.org/10.1111/j.1467-9922.2010.00576.x
  • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. G. Madden (Eds.), Input in second language acquisition (pp. 235–253). Newbury House.
  • Şener, S. (2014). Turkish ELT students' willingness to communicate in English. ELT Research Journal, 3(2), 91-109. Available at https://dergipark.org.tr/tr/download/article-file/63640
  • Taşdemir, H. (2018). Exploring the relationship between high school students' willingness to communicate and their self-efficacy perceptions in Turkish EFL context (Unpublished master's thesis). Çağ University, Mersin.
  • Wood, D. (2016). Willingness to communicate and second language speech fluency: An idiodynamic investigation. System, 60, 11-28. https://doi.org/10.1016/j.system.2016.05.003
  • Yanar, B. H., & Bümen, N. T. (2012). İngilizce ile ilgili özyeterlik inancı ölçeğinin geliştirilmesi. Kastamonu Eğitim Dergisi, 20(1), 97-110. Available at https://dergipark.org.tr/en/pub/kefdergi/issue/48696/619511
  • Yang, L. L. (2004). The development of a validated perceived self-efficacy scale on English reading strategies. Journal of Education & Psychology, 27(2), 377-398.
  • Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66. https://doi.org/10.1111/1540-4781.00136
  • Yu, M. (2011). Effect of communication variables, affective variables, and teacher immediacy on willingness to communicate of foreign language learners. Chinese Journal of Communication, 4(02), 218-236. https://doi.org/10.1080/17544750.2011.565678
  • Zeng, M. (2010). Chinese students' willingness to communicate in English in Canada (Doctoral dissertation, The University of Windsor, Windsor, Ontario, Canada). Retrieved from https://scholar.uwindsor.ca/etd/7966

The Relationship among Turkish EFL Learners’ Willingness to Communicate in English, Self-efficacy Perceptions and Linguistic Self-confidence

Year 2021, Volume: 7 Issue: 2, 1 - 36, 17.12.2021
https://doi.org/10.47216/literacytrek.770371

Abstract

The objective of this study was to investigate the level of English preparation class students’ WTC in English, their self-efficacy perceptions, and their linguistic self-confidence. This study also aimed to explore the possible correlation among these variables. Eighty-four Turkish EFL learners studying at compulsory English preparatory classes at Yozgat Bozok University in Turkey participated in the study. A mixed-method research design was adopted. The quantitative data were collected through 4 five-point Likert-type scales: the WTC scale, the Communication Anxiety Scale, and the Perceived Communication Competence Scale, and the Self-Efficacy Scale. The qualitative data involved semi-structured interviews conducted with 30 of the students. Both qualitative and quantitative data revealed that students were somewhat willing to communicate, they perceived themselves somewhat confident in English, they did not experience much communication anxiety, and they had a medium level of perceived self-efficacy in English. Correlation analyses showed that there was a negative relationship between communication anxiety and other three affective variables, namely, perceived communication competence, willingness to communicate and self-efficacy. The findings further revealed a positive relationship between students’ willingness to communicate and other variables such as their perceived communication competence, self-efficacy, and linguistic self-confidence. A positive relationship was also observed between students’ self-efficacy and their perceived communication competence and linguistic self-confidence. The implications of the study were discussed and some recommendations for further studies were made.

References

  • Altıner, C. (2018). Turkish EFL learners' willingness to communicate in English. International Journal of Contemporary Educational Research, 5(1), 40-49. Retrieved from https://files.eric.ed.gov/fulltext/EJ1207530.pdf
  • Asmali, M., Bilki, U., & Duban, C. A. (2015). A comparison of the Turkish and Romanian students' willingness to communicate and its affecting factors in English. Journal of Language and Linguistic Studies, 11(1), 59-74. Retrieved from https://files.eric.ed.gov/fulltext/EJ1105211.pdf
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1016/0146-6402(78)90002-4
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
  • Başöz, T., & Erten, İ. H. (2018). Investigating tertiary level EFL learners' willingness to communicate in English. English Language Teaching, 11(3), 78-87. https://doi.org/10.5539/elt.v11n3p78
  • Bektaş-Çetinkaya, Y. (2005). Turkish college students' willingness to communicate in English as a foreign language (Unpublished doctoral dissertation). The Ohio State University, Columbus, OH.
  • Bektaş-Çetinkaya, Y. (2007). Turkish students' willingness to communicate in English. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 21, 115-123. Retrieved from https://dergipark.org.tr/tr/pub/deubefd/issue/25430/268306
  • Burgoon, J. K. (1976). The unwillingness-to-communicate scale: Development and validation. Communications Monographs, 43(1), 60-69. https://doi.org/10.1080/03637757609375916
  • Charos, C. (1994). Personality and individual differences as predictors of second language communication: A causal analysis (Unpublished Honors Thesis). University of Ottawa, Canada.
  • Clément, R. (1980). Ethnicity, contact and communicative competence in a second language. In H. Giles, W P. Robinson, & P. M. Smith (Eds.), Language: Social psychological perspectives (pp. 147-154). Pergamon.
  • Clément, R. (1986). Second language proficiency and acculturation: An investigation of the effects of language status and individual characteristics. Journal of Language and Social Psychology, 5(4), 271-290. https://doi.org/10.1177/0261927X8600500403
  • Clément, R., Baker, S. C., & MacIntyre, P. D. (2003). Willingness to communicate in a second language: The effects of context, norms, and vitality. Journal of Language and Social Psychology, 22(2), 190-209. https://doi.org/10.1177/0261927X03022002003
  • Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44(3), 417-448. https://doi.org/10.1111/j.1467-1770.1994.tb01113.x
  • Clément, R., & Kruidenier, B. G. (1985). Aptitude, attitude and motivation in second language proficiency: A test of Clément's model. Journal of Language and Social Psychology, 4(1), 21-37. https://doi.org/10.1177/0261927X8500400102
  • Cubukcu, F. (2008). A study on the correlation between self-efficacy and foreign language learning anxiety. Journal of Theory and Practice in Education, 4(1), 148-158. Retrieved from http://eku.comu.edu.tr/index/4/1/fcubukcu.pdf
  • Cresswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education. Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284. https://doi.org/10.2307/330107
  • Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135. https://doi.org/10.1017/S026144480001315X
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
  • Fallah, N. (2014). Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modeling approach. Learning and Individual Differences, 30, 140-147. https://doi.org/10.1016/j.lindif.2013.12.006
  • Fushino, K. (2010). Causal relationships between communication confidence, beliefs about group work, and willingness to communicate in foreign language group work. TESOL Quarterly, 44(4), 700-724. https://doi.org/10.5054/tq.2010.235993
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
  • Heston, J. K. (1974). Unwillingness to communicate and conflict as predictors of information-processing behaviors. Available from ProQuest Dissertations & Theses Global. (Order No. 7504978)
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
  • Khajavy, G. H., Ghonsooly, B., Hosseini Fatemi, A., & Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50(1), 154-180. https://doi.org/10.1002/tesq.204
  • Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon.
  • Lippa, R. A. (1994). Introduction to social psychology (2nd ed.). Brooks/Cole Publishing Company.
  • MacIntyre, P. D. (1994). Variables underlying willingness to communicate: A causal analysis. Communication Research Reports, 11(2), 135-142. https://doi.org/ 10.1080/08824099409359951
  • MacIntyre, P. D., Baker, S. C., Clément, 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. https://doi.org/ 10.1017/S0272263101003035
  • MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52(3), 537-564. https://doi.org/10.1111/1467-9922.00226
  • MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1), 3-26. https://doi.org/10.1177/0261927X960151001
  • MacIntyre, P. D., & Clément, R. (1996). A model of willingness to communicate in a second language: The concept, its antecedents, and implications. Paper presented at the 11th World Congress of Applied Linguistics, Jyväskylä, Finland.
  • MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562. https://doi.org/ 10.1111/j.1540-4781.1998.tb05543.x
  • MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47(2), 265-287. https://doi.org/10.1111/0023-8333.81997008
  • McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40(1), 16-25. https://doi.org/10.1080/01463379209369817
  • McCroskey, J. C., & Baer, J. E. (1985, November). Willingness to communicate: The construct and its measurement. Paper presented at the Annual Meeting of the Speech Communication Association, Denver, CO. Retrieved from https://files.eric.ed.gov/fulltext/ED265604.pdf
  • McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: Differing cultural perspectives. Southern Communication Journal, 56(1), 72-77. https://doi.org/10.1080/10417949009372817
  • Merç, A. (2008). Willingness to communicate inside the classroom for foreign language learners: A study with Turkish learners. In Proceedings of the IASK International Conference: Teaching and Learning 2008 (pp. 828-835).
  • Merç, A. (2014). The relationship between WTC level and LLS use among Turkish EFL learners. Anadolu Journal of Educational Sciences International, 4(2), 133-161. https://doi.org/10.18039/ajesi.01893
  • Merç, A. (2015). Foreign language teaching anxiety and self-efficacy beliefs of Turkish pre-service EFL teachers. The International Journal of Research in Teacher Education, 6(3), 40-58. Retrieved from htpp://ijrte.penpublishing.net
  • Mills, N. (2014). Self-efficacy in second language acquisition. In S. Mercer & M. Williams (Eds.), Multiple perspectives on the self in SLA (pp. 6-22). Multilingual Matters.
  • Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self-efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39(2), 276-295. https://doi.org/10.1111/j.1944-9720.2006.tb02266.x
  • Modirkhameneh, S., & Firouzmand, A. (2014). Iranian EFL learners’ willingness to communicate and language learning orientations. Procedia-Social and Behavioral Sciences, 98, 1134-1139. https://doi.org/10.1016/j.sbspro.2014.03.526
  • Öz, H. (2014). Big five personality traits and willingness to communicate among foreign language learners in Turkey. Social Behavior and Personality: An International Journal, 42(9), 1473-1482. https://doi.org/10.2224/sbp.2014.42.9.1473
  • Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37, 269-275. https://doi.org/10.1016/j.lindif.2014.12.009
  • Pajares, F., & Johnson, M. J. (1994). Confidence and competence in writing: The role of self-efficacy, outcome expectancy, and apprehension. Research in the Teaching of English, 28(3), 313-331.
  • Peng, J. E., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language Learning, 60(4), 834-876. https://doi.org/10.1111/j.1467-9922.2010.00576.x
  • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. G. Madden (Eds.), Input in second language acquisition (pp. 235–253). Newbury House.
  • Şener, S. (2014). Turkish ELT students' willingness to communicate in English. ELT Research Journal, 3(2), 91-109. Available at https://dergipark.org.tr/tr/download/article-file/63640
  • Taşdemir, H. (2018). Exploring the relationship between high school students' willingness to communicate and their self-efficacy perceptions in Turkish EFL context (Unpublished master's thesis). Çağ University, Mersin.
  • Wood, D. (2016). Willingness to communicate and second language speech fluency: An idiodynamic investigation. System, 60, 11-28. https://doi.org/10.1016/j.system.2016.05.003
  • Yanar, B. H., & Bümen, N. T. (2012). İngilizce ile ilgili özyeterlik inancı ölçeğinin geliştirilmesi. Kastamonu Eğitim Dergisi, 20(1), 97-110. Available at https://dergipark.org.tr/en/pub/kefdergi/issue/48696/619511
  • Yang, L. L. (2004). The development of a validated perceived self-efficacy scale on English reading strategies. Journal of Education & Psychology, 27(2), 377-398.
  • Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66. https://doi.org/10.1111/1540-4781.00136
  • Yu, M. (2011). Effect of communication variables, affective variables, and teacher immediacy on willingness to communicate of foreign language learners. Chinese Journal of Communication, 4(02), 218-236. https://doi.org/10.1080/17544750.2011.565678
  • Zeng, M. (2010). Chinese students' willingness to communicate in English in Canada (Doctoral dissertation, The University of Windsor, Windsor, Ontario, Canada). Retrieved from https://scholar.uwindsor.ca/etd/7966
There are 56 citations in total.

Details

Primary Language English
Journal Section Research Articles
Authors

İsmail Saka 0000-0002-2285-3130

Ali Merç 0000-0003-3061-7899

Publication Date December 17, 2021
Submission Date July 16, 2020
Published in Issue Year 2021 Volume: 7 Issue: 2

Cite

APA Saka, İ., & Merç, A. (2021). The Relationship among Turkish EFL Learners’ Willingness to Communicate in English, Self-efficacy Perceptions and Linguistic Self-confidence. The Literacy Trek, 7(2), 1-36. https://doi.org/10.47216/literacytrek.770371

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