The Impact of Language Anxiety and Language Proficiency on WTC in EFL Context
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Bibliographic record
Abstract
Abstract Spontaneous and sustained use of the L2 inside and outside the classroom varies according to a number of linguistic, communicative, social, and psychological factors. Authentic communication in L2 as a result of the complex interrelated system of variables occurs in terms of utilizing L2 for a variety of communicative acts, such as speaking up in class or reading a newspaper, and changes accordingly over time and across situations. By helping the students to decrease language anxiety and increase a willingness to use the L2 inside and outside the classroom, we direct the focus of language teaching away from merely linguistic and structural competence to authentic communication. Willingness to communicate (WTC) model integrates these variables to predict L2 communication, and a few number of studies have tested the model with EFL students. To this end, the current study is an attempt to shed light on the examination of Iranian EFL university students’ WTC and its interaction with their language anxiety and language proficiency. Forty nine university students participated in this study, took TOEFL first and then filled out two questionnaires of WTC, MacIntyre, Baker, Clement, and Conrod (2001) and language anxiety, Horwitz, Horwitz, and Cope (1986). For data analysis, Repeated Measures ANOVA and Spearman correlation were run and the results have revealed that Iranian university students’ WTC is directly related to their language proficiency but surprisingly higher proficient learners showed to be less communicative than lower proficient ones outside the classroom and this proves the state-like nature of WTC in the present sample. Moreover, the interaction between WTC and anxiety did not turn out to be significant. This shows that anxiety did not affect the learners’ participation in communication (WTC). Finally, anxiety and language proficiency are negatively correlated, so the association between language learning experience and L2 anxiety has been confirmed in the results of this study. Therefore, linguistic variables appear to be more predictive of WTC for Iranians, and language instructors should work on their students' English proficiency. Key words: Willingness to communicate; Language anxiety; Language proficiency; EFL context; Iranian students Resume L'utilisation spontanee et continuelle de la L2 a l'interieur et l'exterieur de la salle de cours varie selon de nombre facteurs linguistique, communicatifs, sociaux et psychologiques. La communication authentique en L2 est un resultat d’un systeme complexe des variables survenus en termes d’utilisation de L2 pour une variete d'actes de communication, tels que prendre la parole en classe ou lire un journal, changeant en consequence au fil du temps et selon les situations. En aidant les eleves a diminuer l'anxiete linguistique et a augmenter la volonte d'utiliser la L2 a l'interieur et l'exterieur de la salle de classe, nous eloignons les actions d'enseignement des langues de la competence purement linguistique et structurelle de la communication authentique. Le modele de la Volonte de communiquer (WTC) integre ces variables pour predire la communication L2. Un petit nombre d'etudes ont teste le modele avec les etudiants en EFL. A cette fin, la presente etude est une tentative pour faire la lumiere sur l'examen du WTC sur les etudiants iraniens en EFL et sur son interaction avec leur anxiete linguistique et leur maitrise de la langue. Quarante-neuf etudiants ont participe a cette etude. Ils ont pris le TOEFL en premier et ont ensuite rempli deux questionnaires du WTC, MacIntyre, Baker, Clement et Conrod (2001) et de l'anxiete languistique, Horwitz, Horwitz et Cope (1986). Pour l'analyse des donnees, les mesures repetees ANOVA et la correlation de Spearman ont ete effectues. Les resultats ont revele que le WTC des etudiants iraniens est directement lie a leurs competences linguistiques Mais les apprendis etonnement competents se montrent moins communicatifs que ceux qui ont moins de competence en dehors de la classe, prouvant dans l’exemple actuel la nature etatique du WTC. Par ailleurs, l'interaction entre le WTC et l'anxiete ne s'est pas avere significatif. Cela montre que l'anxiete n'a pas d'incidence sur la participation des apprenants dans la communication (WTC). Enfin, l'anxiete et la maitrise de la langue sont correles negativement, alors l'association entre l'experience de l'apprentissage des langues et de l'anxiete L2 a ete confirmee dans les resultats de cette etude. Par consequent, les enseignants de langues devrait augmenter de competence linguistique des apprenants et de leur fournir la commodite. Mots-cles: Volonte de communiquer; Anxiete languistique; contexte EFL; competences linguistiques
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it