The Challenge of Measuring Willingness to Communicate in EFL Contexts
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The Challenge of Measuring Willingness to Communicate in EFL Contexts Jian Peng
Published online: 10 January 2013 Ó De La Salle University 2012
Abstract The measurement of willingness to communicate (WTC) in a second language (L2) has been pervasive in quantitative research particularly in the context of structural equation modeling. An important prerequisite for this line of research is to establish the psychometric properties of the instrument used to measure L2 WTC. This study involves measuring WTC in the Chinese context where English is learned as a foreign language (EFL), and identifying the factor structure underlying the L2 WTC scale adopted from the literature. Questionnaire data were collected from 1,013 university undergraduate students. An exploratory factor analysis and confirmatory factor analysis were respectively performed on random split-half samples. The results indicate that the participants reporting WTC in classroom situations outnumbered those expressing WTC in out-of-class situations. A two-factor structure of WTC was identified to adequately represent the data: WTC inside and outside the classroom. This paper concludes with a discussion of the results, caveats and implications for measuring WTC in EFL contexts. Keywords Willingness to communicate Psychometric properties English as a foreign language Exploratory factor analysis Confirmatory factor analysis
Introduction Research into willingness to communicate (WTC) has been increasingly thriving since its first application to the field of second language acquisition (SLA) in the 1990s. The J. Peng (&) Shantou University, Shantou, Guangdong, China e-mail: [email protected]
concept of WTC was derived in first language (L1) communication research, which was considered a stable personality. Given more uncertainty involved in second language (L2) communication, MacIntyre et al. (1998) contended that L2 WTC encompasses both trait-like and situational properties, and it represents the last step before overt behavior. L2 WTC has been theorized and empirically found to directly predict L2 communication frequency (MacIntyre et al. 1998; Yashima 2002). That is, learners with a high level of L2 WTC tend to engage in more frequent L2 communication than those with low levels. If the very idea that communication is indispensable to L2 learning (MacIntyre and Legatto 2011) renders itself plausible, L2 WTC is then an important variable leading to communication practice that can facilitate L2 learning. Promoting WTC among learners has been proposed to be a primary educational goal (MacIntyre et al. 1998). Measurement of L2 WTC is indispensable to quantitative research that aims to test L2 WTC and its relationships with other variables. Since it reflects psychologic processes before overt communication behavior, it may not be readily observed. Scale items are often used to capture L2 WTC that is otherwise less likely to be gauged. Questions then arise regarding which L2 WTC scale is used in specific contexts and more importantly, whether its psycho
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