EXPLORING THE RELATIONSHIP BETWEEN UNCERTAINTY AND WILLINGNESS TO COMMUNICATE IN THE EFL CONTEXT
Yükleniyor...
Dosyalar
Tarih
JUNE 2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
ÇAĞ ÜNİVERSİTESİ SOSYAL BİLİMLER ENSTİTÜSÜ
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
As the notion of teaching English as foreign language shifted from grammar-based to
communication-based instruction, WTC started being viewed as essential component of
language learning and process of communication serving critical role in the
accomplishment of the communicative abilities of the students. On the other hand, since
language is vivid, learning language is a journey in which students inevitably confront a
variety sources of uncertainties. The way students experience uncertainty and cope with
it may influence a learner's WTC in English. The purpose of this study was to gain a
better understanding of the relationship between students‘ willingness to communicate
(WTC) in English and uncertainty experiences in English language classrooms, as well
as the impact of other factors such as gender, age, and the type of school they attend. A
total of 205 high school students from a private Turkish college participated in the
study, which utilized a quantitative research approach. Two questionnaires were used to
collect data, with an additional section collecting the participants' demographic
information. The SPSS program was used to examine the quantitative data. Within the
context of participants' demographic backgrounds, WTC level and uncertainty
experiences were assessed. WTC was shown to have a negative correlation with the
uncertainty students encountered in the classroom, according to the data.
