Mediating roles of willingness to communicate and motivation in L2 learners’ second language communication in online contexts

The ideas of second language acquisition (SLA) and language communication have become so inextricably intertwined that previous language education research revealed that the path to second language (L2) learning passes via L2 speech. To date, a significant number of studies have highlighted the i...

Full description

Saved in:

Bibliographic Details
Main Author:	Balouchi, Shima
Format:	Thesis
Language:	English
Published:	2022
Subjects:	Language and languages - Study and teaching Second language acquisition
Online Access:	http://psasir.upm.edu.my/id/eprint/105106/1/FPP%202022%2040%20IR.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-upm-ir.105106
record_format	uketd_dc
spelling	my-upm-ir.1051062023-10-30T07:13:20Z Mediating roles of willingness to communicate and motivation in L2 learners’ second language communication in online contexts 2022-04 Balouchi, Shima The ideas of second language acquisition (SLA) and language communication have become so inextricably intertwined that previous language education research revealed that the path to second language (L2) learning passes via L2 speech. To date, a significant number of studies have highlighted the importance of affective variables in predicting students’ L2 communication in different contexts and with different participants; however, the relationship between learners’ affective variables and their L2 frequency of communication (L2 FOC) in fully online contexts has not been adequately investigated. Therefore, the main objective of the present study was to investigate the relationships between the L2 learners’ affective factors and their L2 frequency of communication in online contexts. This study also examined the mediating roles of learners’ L2 Willingness to Communicate (WTC) and L2 motivation on the relationship between L2 Self-Perceived Communication Competence (SPCC), L2 anxiety, international posture, and the L2 frequency of communication. This study’s variables are derived from Gardner’s (1985) socio-educational model of L2 learning, MacIntyre and Charos’ (1996) WTC model, and the concept of international posture (Yashima, 2000; 2004) in the field of social psychology and communication. This study employed an online questionnaire to collect data from L2 undergraduates, and graduate students enrolled in four top research universities in Malaysia. The partial Least Squares Structural Equation Modelling (PLS-SEM) approach was used to analyse the final data, which were 564 questionnaires. The findings of this study provide strong support for the proposed model and the hypothesised relationships. Furthermore, all of the direct established path’s hypotheses were supported, with the exception of the path from anxiety to L2 communication frequency. Further investigation into the mediating effects of L2 motivation and L2 WTC revealed that all but one of the mediation effects among the constructs were significant. The indirect effect of international posture on L2 communication frequency via L2 WTC was not supported. Therefore, 15 out of 17 established paths hypotheses were supported. As a result, the proposed structural model of this study had a strong statistical ability in describing, explaining, and predicting L2 frequency of communication in online contexts among tertiary students in Malaysia. These findings hold important implications for both theory and practice. It extends the application of Gardner’s (1985) socio-educational model and MacIntyre and Charos’ (1996) WTC model beyond the classroom setting to online contexts. Given the importance of L2 SPCC, lack of L2 anxiety, international posture, motivation, and L2 WTC in students’ L2 frequency of communication, those involved should consider developing and implementing activities that promote L2 SPCC, international posture, motivation, and L2 WTC while reducing L2 anxiety. Language and languages - Study and teaching Second language acquisition 2022-04 Thesis http://psasir.upm.edu.my/id/eprint/105106/ http://psasir.upm.edu.my/id/eprint/105106/1/FPP%202022%2040%20IR.pdf text en public doctoral Universiti Putra Malaysia Language and languages - Study and teaching Second language acquisition Abdul Samad, Arshad
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English
advisor	Abdul Samad, Arshad
topic	Language and languages - Study and teaching Second language acquisition
spellingShingle	Language and languages - Study and teaching Second language acquisition Balouchi, Shima Mediating roles of willingness to communicate and motivation in L2 learners’ second language communication in online contexts
description	The ideas of second language acquisition (SLA) and language communication have become so inextricably intertwined that previous language education research revealed that the path to second language (L2) learning passes via L2 speech. To date, a significant number of studies have highlighted the importance of affective variables in predicting students’ L2 communication in different contexts and with different participants; however, the relationship between learners’ affective variables and their L2 frequency of communication (L2 FOC) in fully online contexts has not been adequately investigated. Therefore, the main objective of the present study was to investigate the relationships between the L2 learners’ affective factors and their L2 frequency of communication in online contexts. This study also examined the mediating roles of learners’ L2 Willingness to Communicate (WTC) and L2 motivation on the relationship between L2 Self-Perceived Communication Competence (SPCC), L2 anxiety, international posture, and the L2 frequency of communication. This study’s variables are derived from Gardner’s (1985) socio-educational model of L2 learning, MacIntyre and Charos’ (1996) WTC model, and the concept of international posture (Yashima, 2000; 2004) in the field of social psychology and communication. This study employed an online questionnaire to collect data from L2 undergraduates, and graduate students enrolled in four top research universities in Malaysia. The partial Least Squares Structural Equation Modelling (PLS-SEM) approach was used to analyse the final data, which were 564 questionnaires. The findings of this study provide strong support for the proposed model and the hypothesised relationships. Furthermore, all of the direct established path’s hypotheses were supported, with the exception of the path from anxiety to L2 communication frequency. Further investigation into the mediating effects of L2 motivation and L2 WTC revealed that all but one of the mediation effects among the constructs were significant. The indirect effect of international posture on L2 communication frequency via L2 WTC was not supported. Therefore, 15 out of 17 established paths hypotheses were supported. As a result, the proposed structural model of this study had a strong statistical ability in describing, explaining, and predicting L2 frequency of communication in online contexts among tertiary students in Malaysia. These findings hold important implications for both theory and practice. It extends the application of Gardner’s (1985) socio-educational model and MacIntyre and Charos’ (1996) WTC model beyond the classroom setting to online contexts. Given the importance of L2 SPCC, lack of L2 anxiety, international posture, motivation, and L2 WTC in students’ L2 frequency of communication, those involved should consider developing and implementing activities that promote L2 SPCC, international posture, motivation, and L2 WTC while reducing L2 anxiety.
format	Thesis
qualification_level	Doctorate
author	Balouchi, Shima
author_facet	Balouchi, Shima
author_sort	Balouchi, Shima
title	Mediating roles of willingness to communicate and motivation in L2 learners’ second language communication in online contexts
title_short	Mediating roles of willingness to communicate and motivation in L2 learners’ second language communication in online contexts
title_full	Mediating roles of willingness to communicate and motivation in L2 learners’ second language communication in online contexts
title_fullStr	Mediating roles of willingness to communicate and motivation in L2 learners’ second language communication in online contexts
title_full_unstemmed	Mediating roles of willingness to communicate and motivation in L2 learners’ second language communication in online contexts
title_sort	mediating roles of willingness to communicate and motivation in l2 learners’ second language communication in online contexts
granting_institution	Universiti Putra Malaysia
publishDate	2022
url	http://psasir.upm.edu.my/id/eprint/105106/1/FPP%202022%2040%20IR.pdf
_version_	1783725858228273152

Mediating roles of willingness to communicate and motivation in L2 learners’ second language communication in online contexts

Similar Items