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WTC and Motivation in English Learning among Chinese Senior High School Students

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초록

The major purpose of this study is to investigate the relationship between senior high school EFL learners’ L2 (second language) motivation, L2 Willingness to communicate (WTC), and English proficiency. A total of 170 students aged between 17 and 18 years completed a questionnaire to report on their L2 motivation and L2 WTC. They also participated in a TOEFL Junior Speaking Simulation Test to measure their English oral proficiency. Results from descriptive and regression analysis revealed that participants had moderately higher L2 motivation but relatively lower L2 WTC. In addition, attitude towards learning English and motivation intensity, the two components of L2 motivation were proved to be powerful predictors of students’ L2 WTC, accounting for approximately 60% of the variance. Furthermore, results from the ordinal logistic analysis illustrated that the two components L2 motivation (attitude and motivation intensity) and L2 WTC were significant variables in distinguishing students’ L2 oral proficiency levels. In light of these findings, we could adopt pedagogical strategies such as enhancing CLT teaching and providing students with a more conducive environment as to increase students’ L2 motivation as well as their L2 WTC.

Abstract

The major purpose of this study is to investigate the relationship between senior high school EFL learners’ L2 (second language) motivation, L2 Willingness to communicate (WTC), and English proficiency. A total of 170 students aged between 17 and 18 years completed a questionnaire to report on their L2 motivation and L2 WTC. They also participated in a TOEFL Junior Speaking Simulation Test to measure their English oral proficiency. Results from descriptive and regression analysis revealed that participants had moderately higher L2 motivation but relatively lower L2 WTC. In addition, attitude towards learning English and motivation intensity, the two components of L2 motivation were proved to be powerful predictors of students’ L2 WTC, accounting for approximately 60% of the variance. Furthermore, results from the ordinal logistic analysis illustrated that the two components L2 motivation (attitude and motivation intensity) and L2 WTC were significant variables in distinguishing students’ L2 oral proficiency levels. In light of these findings, we could adopt pedagogical strategies such as enhancing CLT teaching and providing students with a more conducive environment as to increase students’ L2 motivation as well as their L2 WTC.

참고문헌 (59)

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