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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| The present study seeks to investigate whether participation in a virtual community helps
facilitate a group of ESL teachers’ willingness to communicate (henceforth WTC) in the
target language. To understand this issue, a mixed-methods research was employed. The
quantitative research was carried out to investigate the participants’ levels of WTC as well
as the factors that influence their WTC. Using convenient sampling, an adapted
questionnaire was distributed to 111 participants. Then, based on purposive sampling 21
participants were selected to take part in a virtual community named “We Care”. The
quantitative findings show that even though proficient, the participants’ level of in and
out-of-class WTC was moderate. Using the L2 Motivational Self System (ideal self and
ought-to self) as the framework to investigate the factors that contribute to their WTC,
findings reveal that in relation to their ideal L2 ideal-self, there was a moderate strength
of relationship with their in-class WTC. However there was no significant relationship
between this variable and their out-of-class WTC. The obtained results show that there
was no significant relationship between WTC and the ought-to self in both contexts.
Further analysis shows that the ideal L2 self was the stronger predictor of WTC in both
contexts. The qualitative findings show that participation in the virtual community i.e.
posting videos of them speaking in English, viewing videos posted by other members of
the virtual community, and reading comments given by the lecturers and their peers have
contributed to the emergence of positive emotions. Four types of positive emotions were
found in the interview data: hope, interest, pride, and inspiration. These positive feelings
help foster better sense of self-worth as the participants claim that their communication
confidence increased and that they were more willing to communicate in English. |
| References |
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Mystkowska-Wiertelak, A., & Pawlak, M. (2016). Designing a Tool for Measuring the Interrelationships between L2 WTC, Confidence, Beliefs, Motivation, and Context. In Classroom-oriented research (pp. 19-37). Springer, Cham.
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Ross, A. S., & Stracke, E. (2016). Learner perceptions and experiences of pride in second language education. Australian Review of Applied Linguistics, 39(3), 272-291.
Yousef, R., Jamil, H., & Razak, N. (2013). Willingness to communicate in English: A study of Malaysian pre-service English teachers. English Language Teaching, 6(9), 205. DOI: 10.5539/elt.v6n9p205 |
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