Abstract

Willingness to Communicate (WTC) in the second language (L2) is the "readiness to enter into discourse" which is considered to be the direct precursor of students' communication in L2 (MacIntyre et al., 1998). Oral language is thought to precede written language which creates an assumption that ongoing refining of oral skills may impact writing fluency. In respect to WTC model, there have been several versions that describe the construct (MacIntyre et al., 1998; Wen & Clement, 2003; Matsuoka, 2006). This study references self-efficacy, a cognitive variable in Matsuoka’s (2006) proposed model, when analyzing writing as a phenomenon in relation to WTC. Two sequential writing samples collected from 12 international students are closely examined for key themes, which are informed by the responses to the WTC and Language History questionnaire. The results show a moderate correlation (rs=.646) between self-efficacy and willingness to communicate among the surveyed participants as well as a moderate correlation between the error frequencies and WTC scores (rs=.536).

Thesis Completion

2019

Semester

Fall

Thesis Chair

Olan, Elsie

Co-Chair

Jahani, Shiva; Kourova, Alla

Degree

Bachelor of Science (B.S.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Secondary Education Language Arts

Language

English

Access Status

Open Access

Release Date

12-1-2019

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