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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/116745


    Title: Taiwanese EFL Learners’ Willingness to Communicate in English in the Classroom: Impacts of Personality, Affect, Motivation, and Communication Confidence
    Other Titles: 台灣英語學習者在課堂上之英語溝通意願:個性、情感、學習動機、溝通自信之影響
    Authors: Yi-Ti Lin
    Keywords: Affect;Big Five personality traits;Communication confidence;EFL;Motivation;Willingness to communicate
    Date: 2019-04
    Issue Date: 2019-05-22 12:44:05 (UTC+8)
    Publisher: Springer Singapore
    Abstract: This research investigates the variables influencing willingness to communicate (WTC) in English as a foreign language (EFL) context in Taiwan. A hypothesized EFL WTC model with six layers focusing on factors related to individual differences was proposed and the EFL WTC model was reinterpreted as a serial mediation model. Ten latent variables, including openness to experience, conscientiousness, agreeableness, extraversion, neuroticism, international posture, motivation, self-perceived communication confidence, EFL WTC, and frequency of using English in the classroom, were used to construct the model. Stratified random sampling was adopted and a questionnaire was administered to 701 university students in Taiwan. The results of structural equation modeling indicated that the EFL WTC model was an adequate fit to the Taiwanese context and validated the reinterpretation of the model as a serial mediation model. The findings supported the interrelationships among different variables and provided a different perspective on WTC in an EFL context.
    Relation: The Asia-Pacific Education Researcher 28(2), p.101-113
    DOI: 10.1007/s40299-018-0417-y
    Appears in Collections:[英文學系暨研究所] 期刊論文

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