Willingness to communicate among Libya learners in EFL classroom context and its relationship with situational factors
This study explored the factors influencing Libyan learners ' willingness tocommunicate in English in Libya. It examined the relationship between three variables,i.e. situational motivation, situational speaking anxiety and classroom environment, and thewillingness to communicate in English amo...
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| Format: | thesis |
| Language: | eng |
| Published: |
2021
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=6693 |
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| Summary: | This study explored the factors influencing Libyan learners ' willingness tocommunicate in English in Libya. It examined the relationship between three variables,i.e. situational motivation, situational speaking anxiety and classroom environment, and thewillingness to communicate in English among Libyan students at the university level. A total number of 209 Libyan university students were involved in the study. Thestudy adopted a quantitative survey method. Descriptive analyses, correlational analysisand regression analysis were used to examine the data collected. The structuralequation modeling (SEM) using Amos was also utilized to test the interrelationshipamong all variables. The findings showed that classroom environment and situationalmotivation are significant factors contributing to Libyan learners' willingness tocommunicate. It was found that willingness to communicate was positively correlated withclassroom environment and situational motivation (r =.478/.377, P |
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