Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Cilt: 16 Sayı: 2, 896 - 911, 24.06.2020
https://doi.org/10.17263/jlls.759338

Öz

Kaynakça

  • Aldridge, J., & Fraser, B. (2000). A cross-cultural study of classroom learning environments in Australia and Taiwan. Learning Environments Research, 3(2), 101-134.
  • Alemi, M., Daftarifard, P., & Pashmforoosh, R. (2011). The impact of language anxiety and language proficiency on WTC in EFL context. Cross-Cultural Communication, 7(3), 150-166.
  • Alishah, A. R. (2015). A study of factors affecting Turkish EFL learners’ willingness to speak in English (Doctoral dissertation). Retrieved from https://tez.yok.gov.tr
  • Bagozzi, R. P., Yi, Y., & Phillips, L. W. (1991). Assessing construct validity in organizational research. Administrative Science Quarterly, 36(3), 421-458.
  • Baker, S. C., & MacIntyre, P. D. (2000). The role of gender and immersion in communication and second language orientations. Language Learning, 50(2), 311-341.
  • Başöz, T. & Erten, İ. H. (2018). Investigating tertiary level EFL learners’ WTC in English. English Language Teaching, 11(3), 78-87.
  • Bucholz, J. L. & Sheffler, J. L. (2009). Creating a warm and inclusive classroom environment. Planning for all children to feel welcome. Electronic Journal for Inclusive Education, 2(4), 1-13.
  • Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı. Kuram ve Uygulamada Eğitim Yönetimi, 32, 470-483.
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı (19th ed.). Ankara: Pegem Akademi.
  • Cao, Y. (2013). Exploring dynamism in willingness to communicate: A longitudinal case study. Australian Review of Applied Linguistics, 36(2), 160-176.
  • Cao, Y., & Philp, J. (2006). Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction. System, 34(4), 480-493.
  • Cetinkaya, Y. B. (2005). Turkish college students’ willingness to communicate in English as a foreign language (Doctoral dissertation). Retrieved from https://tez.yok.gov.tr
  • Chan, B., & McCroskey, J. C. (1987). The WTC scale as a predictor of classroom participation. Communication Research Reports, 4(2), 47-50.
  • Chionh, Y. H., & Fraser, B. J. (1998, April). Validation and use of the 'What is Happening in this Class'(WIHIC) questionnaire in Singapore. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
  • Cohen, L., & Manion, L. (1994). Research methods in education (4th ed.). London: Routledge.
  • Crystal, D. (2003). English as a Global Language (2nd ed.). Cambridge: Cambridge University Press.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (3rd ed.). Ankara: Pegem Akademi.
  • Donovan, L. A., & MacIntyre, P. D. (2004). Age and sex differences in willingness to communicate, communication apprehension, and self-perceived competence. Communication Research Reports, 21(4), 420-427.
  • Dorman, J. P. (2003). Cross-national validation of the What Is Happening in this Class? (WIHIC) questionnaire using confirmatory factor analysis. Learning Environments Research, 6(3), 231-245.
  • Dorman, J. P., Aldridge, J. M., & Fraser, B. J. (2006). Using students’ assessment of classroom environment to develop a typology of secondary school classrooms. International Education Journal, 7(7), 906-915.
  • Ellis, R. (1994). Implicit and explicit language learning-An overview. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 1-31). London: Academic Press
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Los Angeles: Sage.
  • Fraser, B. J. (1994). Research on classroom and school climate. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 493–541). New York: Macmillan.
  • Fraser, B. J., Fisher, D. L., & McRobbie, C. J. (1996, April). Development, validation and use of personal and class forms of a new classroom environment instrument. Paper presented at the annual meeting of the American Educational Research Association, New York, USA.
  • Hallinan, M. T. (2008). Teacher influences on students’ attachment to school. Sociology of Education, 81(3), 271–283.
  • Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Second Language Studies, 20(2), 29-70.
  • Johnson, R. T., & Johnson, D. W. (2008). Active learning: Cooperation in the classroom. The Annual Report of Educational Psychology in Japan, 47, 29-30.
  • Jung, M. (2011). Korean EFL university students' willingness to communicate in English (Doctoral dissertation). Retrieved from http://www.proquest.com/products-services/pqdtglobal.html
  • Lahuerta, A. C. (2014). Factors affecting willingness to communicate in a Spanish university context. International Journal of English Studies, 14(2), 39-55.
  • Kang, S. J. (2005). Dynamic emergence of situational willingness to communicate in a second language. System, 33(2), 277-292.
  • Khajavi, G. H., Ghonsooly, B., Fatemi, A. H., & Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50(1), 154-180.
  • Kim, H. B., Fisher, D. L., & Fraser, B. J. (2000). Classroom environment and teacher interpersonal behaviour in secondary science classes in Korea. Evaluation & Research in Education, 14(1), 3-22.
  • MacIntyre, P. D., Babin, P. A., & Clément, R. (1999). Willingness to communicate: Antecedents & consequences. Communication Quarterly, 47(2), 215-229.
  • 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(03), 369-388.
  • MacIntyre, P. D., Baker, S. C., Clément, & 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.
  • 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.
  • MacIntyre, P. D., Dörnyei, Z., Clément, R., & 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.
  • McCroskey, J. C., & Baer, J. E. (1985, November). Willingness to communicate: The construct and its measurement. Paper presented at the Annual Convention of the Speech Communication Association, Denver, CO.
  • McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: A cognitive view. Journal of Social Behavior and Personality, 5(2), 19-37.
  • Öz, H. (2014). Big Five personality traits and willingness to communicate among foreign language learners in Turkey. Social Behavior and Personality, 42(9), 1473-1482.
  • Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37, 269-275.
  • Pattapong, K. (2010) Willingness to communicate in a second language: A qualitative study of issues affecting Thai EFL learners from students’ and teachers’ points of view (Doctoral dissertation). Retrieved from http://www.proquest.com/products-services/pqdtglobal.html
  • Peng, J. E. (2007). Willingness to communicate in an L2 and integrative motivation among college students in an intensive English language program in China. University of Sydney Papers in TESOL, 2(1), 33-59.
  • Peng, J. E. (2012). Towards an ecological understanding of willingness to communicate in EFL classrooms in China. System, 40(2), 203-213.
  • 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.
  • Riasati, M. J. (2012). EFL learners’ perception of factors influencing willingness to speak English in language classrooms: A qualitative study. World Applied Sciences Journal, 17(10), 1287-1297.
  • Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
  • Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471-483). Mahwah, N.J.: L. Erlbaum Associates.
  • Şener, S. (2014). Willingness to communicate in English as a foreign language among ELT students in Turkey (Doctoral dissertation) Retrieved from http://tez.yok.gov.tr
  • Tan, D., Yough, M., & Wang, C. (2018). International students in higher education: Promoting their willingness to communicate in classrooms. Journal of Applied Research in Higher Education, 10(4), 430-442.
  • Tavşancıl, E. (2005). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel.
  • Taylor, G. R. (2005). Integrating quantitative and qualitative methods in research (2nd ed.). The USA: University Press of America.
  • Telli, S., Cakiroglu, J., & den Brok, P. (2006). Turkish secondary education students' perceptions of their classroom learning environment and their attitude towards biology. In D. Fisher & M. S. Khine (Eds.), Contemporary approaches to research on learning environments: Worldviews (pp. 517-542). Singapore: World Scientific.
  • Tudor, I. (2001). The dynamics of the language classroom. Germany: Ernst Klett Sprachen.
  • Weaver, C. (2005). Using the Rasch model to develop a measure of second language learners' willingness to communicate within a language classroom. Journal of Applied Measurement, 6(4), 396-415.
  • Williams, M. & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
  • Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66.
  • Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). The influence of attitudes and effect on willingness to communicate and second language communication. Language Learning, 54(1), 119-152.
  • Zakahi, W. R., & McCroskey, J. C. (1989). Willingness to communicate: A potential confounding variable in communication research. Communication Reports, 2(2), 96-104.
  • Zarrinabadi, N. (2014). Communicating in a second language: Investigating the effect of teacher on learners' willingness to communicate. System, 42, 288-295.
  • Zhong, Q. M. (2013). Understanding Chinese learners' willingness to communicate in a New Zealand ESL classroom: A multiple case study drawing on the theory of planned behavior. System, 41(3), 740-751.

An investigation into the relationship between willingness to communicate and classroom environment in a Turkish EFL context

Yıl 2020, Cilt: 16 Sayı: 2, 896 - 911, 24.06.2020
https://doi.org/10.17263/jlls.759338

Öz

Theories of second/foreign language (L2) learning attach great significance to meaningful communication both inside and outside language classrooms. In this respect, it is vital that language learners use the target language. However, they substantially differ from one another with regard to how much they talk. This difference has been partly justified by willingness to communicate (WTC) in the second/foreign language. Over the past years, WTC and its relation with a number of social, personal and affective factors have been researched in various settings. Nonetheless, little research has been carried out to investigate L2 WTC in speaking inside the classrooms, specifically in Turkey. Besides, though language classrooms are the main platforms for the majority of learners, WTC has gone unnoticed in conjunction with classroom environmental factors thus far. Thus, this study aimed at investigating Turkish preparatory school students’ WTC levels, their perceptions of language classrooms and the relationship between the two variables. In addition to that, gender differences were investigated to find out how male and female students differ in terms of their WTC and their perceptions of classroom environments. To these ends, two different questionnaires were employed. The results unraveled that the students were somewhat willing to communicate in English. Besides, regarding classroom environments, the students reported having positive perceptions. As for gender, females were found slightly more willing to communicate than their male counterparts; however, no significant difference was obtained concerning perceptions of classroom environments. Lastly, correlation analyses indicated that the level of L2 WTC was significantly and strongly related to the classroom environment. In other words, the more positively the students perceive their language classrooms, the more willing they are to communicate.

Kaynakça

  • Aldridge, J., & Fraser, B. (2000). A cross-cultural study of classroom learning environments in Australia and Taiwan. Learning Environments Research, 3(2), 101-134.
  • Alemi, M., Daftarifard, P., & Pashmforoosh, R. (2011). The impact of language anxiety and language proficiency on WTC in EFL context. Cross-Cultural Communication, 7(3), 150-166.
  • Alishah, A. R. (2015). A study of factors affecting Turkish EFL learners’ willingness to speak in English (Doctoral dissertation). Retrieved from https://tez.yok.gov.tr
  • Bagozzi, R. P., Yi, Y., & Phillips, L. W. (1991). Assessing construct validity in organizational research. Administrative Science Quarterly, 36(3), 421-458.
  • Baker, S. C., & MacIntyre, P. D. (2000). The role of gender and immersion in communication and second language orientations. Language Learning, 50(2), 311-341.
  • Başöz, T. & Erten, İ. H. (2018). Investigating tertiary level EFL learners’ WTC in English. English Language Teaching, 11(3), 78-87.
  • Bucholz, J. L. & Sheffler, J. L. (2009). Creating a warm and inclusive classroom environment. Planning for all children to feel welcome. Electronic Journal for Inclusive Education, 2(4), 1-13.
  • Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı. Kuram ve Uygulamada Eğitim Yönetimi, 32, 470-483.
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı (19th ed.). Ankara: Pegem Akademi.
  • Cao, Y. (2013). Exploring dynamism in willingness to communicate: A longitudinal case study. Australian Review of Applied Linguistics, 36(2), 160-176.
  • Cao, Y., & Philp, J. (2006). Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction. System, 34(4), 480-493.
  • Cetinkaya, Y. B. (2005). Turkish college students’ willingness to communicate in English as a foreign language (Doctoral dissertation). Retrieved from https://tez.yok.gov.tr
  • Chan, B., & McCroskey, J. C. (1987). The WTC scale as a predictor of classroom participation. Communication Research Reports, 4(2), 47-50.
  • Chionh, Y. H., & Fraser, B. J. (1998, April). Validation and use of the 'What is Happening in this Class'(WIHIC) questionnaire in Singapore. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
  • Cohen, L., & Manion, L. (1994). Research methods in education (4th ed.). London: Routledge.
  • Crystal, D. (2003). English as a Global Language (2nd ed.). Cambridge: Cambridge University Press.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (3rd ed.). Ankara: Pegem Akademi.
  • Donovan, L. A., & MacIntyre, P. D. (2004). Age and sex differences in willingness to communicate, communication apprehension, and self-perceived competence. Communication Research Reports, 21(4), 420-427.
  • Dorman, J. P. (2003). Cross-national validation of the What Is Happening in this Class? (WIHIC) questionnaire using confirmatory factor analysis. Learning Environments Research, 6(3), 231-245.
  • Dorman, J. P., Aldridge, J. M., & Fraser, B. J. (2006). Using students’ assessment of classroom environment to develop a typology of secondary school classrooms. International Education Journal, 7(7), 906-915.
  • Ellis, R. (1994). Implicit and explicit language learning-An overview. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 1-31). London: Academic Press
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Los Angeles: Sage.
  • Fraser, B. J. (1994). Research on classroom and school climate. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 493–541). New York: Macmillan.
  • Fraser, B. J., Fisher, D. L., & McRobbie, C. J. (1996, April). Development, validation and use of personal and class forms of a new classroom environment instrument. Paper presented at the annual meeting of the American Educational Research Association, New York, USA.
  • Hallinan, M. T. (2008). Teacher influences on students’ attachment to school. Sociology of Education, 81(3), 271–283.
  • Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Second Language Studies, 20(2), 29-70.
  • Johnson, R. T., & Johnson, D. W. (2008). Active learning: Cooperation in the classroom. The Annual Report of Educational Psychology in Japan, 47, 29-30.
  • Jung, M. (2011). Korean EFL university students' willingness to communicate in English (Doctoral dissertation). Retrieved from http://www.proquest.com/products-services/pqdtglobal.html
  • Lahuerta, A. C. (2014). Factors affecting willingness to communicate in a Spanish university context. International Journal of English Studies, 14(2), 39-55.
  • Kang, S. J. (2005). Dynamic emergence of situational willingness to communicate in a second language. System, 33(2), 277-292.
  • Khajavi, G. H., Ghonsooly, B., Fatemi, A. H., & Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50(1), 154-180.
  • Kim, H. B., Fisher, D. L., & Fraser, B. J. (2000). Classroom environment and teacher interpersonal behaviour in secondary science classes in Korea. Evaluation & Research in Education, 14(1), 3-22.
  • MacIntyre, P. D., Babin, P. A., & Clément, R. (1999). Willingness to communicate: Antecedents & consequences. Communication Quarterly, 47(2), 215-229.
  • 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(03), 369-388.
  • MacIntyre, P. D., Baker, S. C., Clément, & 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.
  • 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.
  • MacIntyre, P. D., Dörnyei, Z., Clément, R., & 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.
  • McCroskey, J. C., & Baer, J. E. (1985, November). Willingness to communicate: The construct and its measurement. Paper presented at the Annual Convention of the Speech Communication Association, Denver, CO.
  • McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: A cognitive view. Journal of Social Behavior and Personality, 5(2), 19-37.
  • Öz, H. (2014). Big Five personality traits and willingness to communicate among foreign language learners in Turkey. Social Behavior and Personality, 42(9), 1473-1482.
  • Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37, 269-275.
  • Pattapong, K. (2010) Willingness to communicate in a second language: A qualitative study of issues affecting Thai EFL learners from students’ and teachers’ points of view (Doctoral dissertation). Retrieved from http://www.proquest.com/products-services/pqdtglobal.html
  • Peng, J. E. (2007). Willingness to communicate in an L2 and integrative motivation among college students in an intensive English language program in China. University of Sydney Papers in TESOL, 2(1), 33-59.
  • Peng, J. E. (2012). Towards an ecological understanding of willingness to communicate in EFL classrooms in China. System, 40(2), 203-213.
  • 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.
  • Riasati, M. J. (2012). EFL learners’ perception of factors influencing willingness to speak English in language classrooms: A qualitative study. World Applied Sciences Journal, 17(10), 1287-1297.
  • Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
  • Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471-483). Mahwah, N.J.: L. Erlbaum Associates.
  • Şener, S. (2014). Willingness to communicate in English as a foreign language among ELT students in Turkey (Doctoral dissertation) Retrieved from http://tez.yok.gov.tr
  • Tan, D., Yough, M., & Wang, C. (2018). International students in higher education: Promoting their willingness to communicate in classrooms. Journal of Applied Research in Higher Education, 10(4), 430-442.
  • Tavşancıl, E. (2005). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel.
  • Taylor, G. R. (2005). Integrating quantitative and qualitative methods in research (2nd ed.). The USA: University Press of America.
  • Telli, S., Cakiroglu, J., & den Brok, P. (2006). Turkish secondary education students' perceptions of their classroom learning environment and their attitude towards biology. In D. Fisher & M. S. Khine (Eds.), Contemporary approaches to research on learning environments: Worldviews (pp. 517-542). Singapore: World Scientific.
  • Tudor, I. (2001). The dynamics of the language classroom. Germany: Ernst Klett Sprachen.
  • Weaver, C. (2005). Using the Rasch model to develop a measure of second language learners' willingness to communicate within a language classroom. Journal of Applied Measurement, 6(4), 396-415.
  • Williams, M. & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
  • Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66.
  • Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). The influence of attitudes and effect on willingness to communicate and second language communication. Language Learning, 54(1), 119-152.
  • Zakahi, W. R., & McCroskey, J. C. (1989). Willingness to communicate: A potential confounding variable in communication research. Communication Reports, 2(2), 96-104.
  • Zarrinabadi, N. (2014). Communicating in a second language: Investigating the effect of teacher on learners' willingness to communicate. System, 42, 288-295.
  • Zhong, Q. M. (2013). Understanding Chinese learners' willingness to communicate in a New Zealand ESL classroom: A multiple case study drawing on the theory of planned behavior. System, 41(3), 740-751.
Toplam 61 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Merve Öksüz Zerey

Paşa Tevfik Cephe

Yayımlanma Tarihi 24 Haziran 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 16 Sayı: 2

Kaynak Göster

APA Öksüz Zerey, M., & Cephe, P. T. (2020). An investigation into the relationship between willingness to communicate and classroom environment in a Turkish EFL context. Journal of Language and Linguistic Studies, 16(2), 896-911. https://doi.org/10.17263/jlls.759338
AMA Öksüz Zerey M, Cephe PT. An investigation into the relationship between willingness to communicate and classroom environment in a Turkish EFL context. Journal of Language and Linguistic Studies. Haziran 2020;16(2):896-911. doi:10.17263/jlls.759338
Chicago Öksüz Zerey, Merve, ve Paşa Tevfik Cephe. “An Investigation into the Relationship Between Willingness to Communicate and Classroom Environment in a Turkish EFL Context”. Journal of Language and Linguistic Studies 16, sy. 2 (Haziran 2020): 896-911. https://doi.org/10.17263/jlls.759338.
EndNote Öksüz Zerey M, Cephe PT (01 Haziran 2020) An investigation into the relationship between willingness to communicate and classroom environment in a Turkish EFL context. Journal of Language and Linguistic Studies 16 2 896–911.
IEEE M. Öksüz Zerey ve P. T. Cephe, “An investigation into the relationship between willingness to communicate and classroom environment in a Turkish EFL context”, Journal of Language and Linguistic Studies, c. 16, sy. 2, ss. 896–911, 2020, doi: 10.17263/jlls.759338.
ISNAD Öksüz Zerey, Merve - Cephe, Paşa Tevfik. “An Investigation into the Relationship Between Willingness to Communicate and Classroom Environment in a Turkish EFL Context”. Journal of Language and Linguistic Studies 16/2 (Haziran 2020), 896-911. https://doi.org/10.17263/jlls.759338.
JAMA Öksüz Zerey M, Cephe PT. An investigation into the relationship between willingness to communicate and classroom environment in a Turkish EFL context. Journal of Language and Linguistic Studies. 2020;16:896–911.
MLA Öksüz Zerey, Merve ve Paşa Tevfik Cephe. “An Investigation into the Relationship Between Willingness to Communicate and Classroom Environment in a Turkish EFL Context”. Journal of Language and Linguistic Studies, c. 16, sy. 2, 2020, ss. 896-11, doi:10.17263/jlls.759338.
Vancouver Öksüz Zerey M, Cephe PT. An investigation into the relationship between willingness to communicate and classroom environment in a Turkish EFL context. Journal of Language and Linguistic Studies. 2020;16(2):896-911.