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).
Jahani, Shiva; Kourova, Alla
Bachelor of Science (B.S.)
College of Community Innovation and Education
School of Teacher Education
Secondary Education Language Arts
Verbitskaya, Michelle, "Willingness to Communicate and International Students' Use of L2" (2019). Honors Undergraduate Theses. 612.
Restricted to the UCF community until 12-1-2019; it will then be open access.