Araştırma Makalesi
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İngilizce Öğretmen Adaylarının Konuşma Kaygısı ile İletişim Kurma İstekliliği Arasındaki İlişki

Yıl 2022, Cilt: 6 Sayı: 3, 294 - 311, 31.07.2022
https://doi.org/10.34056/aujef.1082682

Öz

İngilizce Öğretmen adaylarının yabancı dil konuşma kaygısı ve iletişim kurma isteklilikleri arasındaki ilişki üzerine, özellikle Türkiye bağlamında sınırlı araştırma olması, bu araştırmanın yolunu açmıştır. Bu nicel çalışma, birbiriyle ilişkili iki kavramın son derece önemli olduğunu göz önünde bulundurarak, konuşma kaygısı ile iletişim kurma istekliliği arasındaki ilişkiyi korelasyonel bir araştırma tasarımı ile incelemektedir. Bu çalışmaya bir Türk üniversitesinden 84 birinci sınıf İngilizce Öğretmenliği öğrencisi katılmıştır. Katılımcılara konuşma kaygısı ve iletişim kurma istekliliği düzeylerini değerlendirmek için Yabancı Dil Konuşma Kaygısı Ölçeği (FLSAS) ve İletişim Kurma İstekliliği Ölçeği uygulanmıştır. İki ölçek aracılığıyla toplanan veriler nicel veri analiz yöntemleri kullanılarak incelenmiştir. Sonuçlar (1) öğrencilerin orta düzeyde konuşma kaygısı yaşadıklarını ve yüksek düzeyde iletişim kurma istekliliği belirttiklerini, (2) kız öğrencilerin erkek akranlarından daha yüksek düzeyde konuşma kaygısına sahip olduğunu, ancak iletişim kurma istekliliği düzeyleri açısından cinsiyetler arasında fark olmadığını ve (3) konuşma kaygısının iletişim kurma istekliliği üzerinde önemli ölçüde bir etkisinin olduğunu, aynı şekilde iletişim kurma istekliliğinin de konuşma kaygısı üzerinde etkili olabileceğini göstermiştir. Çalışmanın bulguları ilgili literatür eşliğinde tartışılarak yorumlanmıştır. Ayrıca, hem uygulayıcılar için birtakım çıkarımlar ortaya konmuş hem de ileride yapılması olası çalışmalar için öneriler sunulmuştur.

Kaynakça

  • Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. Modern Language Journal, 78, 155-168. https://doi.org/329005
  • Alemi, M., Tajeddin, Z., & Mesbah, Z. (2013). Willingness to communicate in L2 English: Impact of learner variables. Journal of Research in Applied Linguistics, 4(1), 42-61.
  • Alnahidh, F., & Altalhab, S. (2020). The level and sources of foreign language speaking anxiety among Saudi EFL university students. Advances in Language and Literary Studies, 11(1), 55-64. http://dx.doi.org/10.7575/aiac.alls.v.11n.1
  • Altıner, C. (2018). Turkish EFL learners' willingness to communicate in English. International Journal of Contemporary Educational Research, 5(1), 40-49. https://doi.org/10.11114/jets.v6i11a.3815
  • Baghaei, P. (2013). Development and psychometric evaluation of a multidimensional scale of willingness to communicate in a foreign language. European Journal of Psychology of Education, 28(3), 1087-1103. https://doi.org/10.1007/s10212-012-0157-y
  • Baker, S. C., & MacIntyre, P. D. (2000). The role of gender and immersion in communication and second language orientations. Language Learning, 50(2), 311-341. https://doi.org/10.1111/0023-8333.00119
  • Bashosh, S., Nejad, M. A., Rastegar, M., & Marzban, A. (2013). The relationship between shyness, foreign language classroom anxiety, willingness to communicate, gender, and EFL proficiency. Theory and Practice in Language Studies, 3(11), 2098-2106. https://doi.org/10.4304/TPLS.3.11.2098-2106
  • Cha, J. S., & Kim, T. Y. (2013). Effects of English-learning motivation and language anxiety of the elementary school students on willingness to communicate in English and English speaking. Primary English Education, 19(1), 271-294.
  • Chu, H. N. (2008). Shyness and EFL learning in Taiwan: a study of shy and non-shy college students' use of strategies, foreign language anxiety, motivation, and willingness to communicate [Unpublished doctoral dissertation]. University of Texas.
  • Clément, R., Baker, S. C., & MacIntyre, P. D. (2003). Willingness to communicate in a second language: The effects of context, norms, and vitality. Journal of language and social psychology, 22(2), 190-209. https://doi.org/10.1177/0261927X03022002003
  • Çağatay, S. (2015). Examining EFL students’ foreign language speaking anxiety: The case at a Turkish state university. Procedia-Social and Behavioral Sciences, 199, 648-656. https://doi.org/10.1016/j.sbspro.2015.07.594
  • Dalkılıç, N. (2001). An investigation into the role of anxiety in second language learning [Unpublished doctoral dissertation]. Çukurova University.
  • Denies, K., Yashima, T., & Janssen, R. (2015). Classroom versus societal willingness to communicate: Investigating French as a second language in Flanders. The Modern Language Journal, 99(4), 718-739. https://doi.org/10.1111/modl.12276
  • Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31(3), 313-330. https://doi.org/10.1016/S0346-251X(03)00045-9 Gardner, R. C. & MacIntyre, P. D. (1993). A student's contributions to second­language learning. Part II: Affective variables. Language Teaching, 26, 1-11. https://doi.org/10.1017/S0261444800000045
  • Gardner, R. C., Tremblay, P. F., & Masgoret, A. M. (1997). Towards a Full Model of Second Language Learning: An Empirical Investigation. The Modern Language Journal, 81(3), 344–362. https://doi.org/10.2307/329310
  • Geçkin, V. (2020). Do Gender Differences Affect Foreign Language Anxiety and Preferences for Oral Corrective Feedback?. Journal of Theoretical Educational Science, 13(3), 591-608. http://dx.doi.org/10.30831/akukeg.647447
  • Gerencheal, B. (2016). Gender differences in foreign language anxiety at an Ethiopian university: Mizan-Tepi university third year English major language learners in focus. African Journal of Education and Practice, 1(1), 1-16.
  • Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non‐anxious language learners' reactions to their own oral performance. The Modern Language Journal, 86(4), 562-570. http://dx.doi.org/10.1111/1540-4781.00161
  • Gürsoy, E., & Korkmaz, H. (2018). Speaking Anxiety of Freshmen and Senior Prospective ELT Teachers. Eğitimde Kuram ve Uygulama, 14(1), 48-60. https://doi.org/10.17244/eku.346886
  • Hammad, E. A. (2020). The impact of oral presentations on Al-Aqsa University EFL students’ speaking performance, speaking anxiety and achievement in ELT methodology. Journal of Second and Multiple Language Acquisition, 8(1), 1-27.
  • Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Second Language Studies, 20(2), 29-70.
  • Horwitz, E. (2001). Language anxiety and achievement. Annual review of applied linguistics, 21(1), 112-126. https://doi.org/10.1017/S0267190501000071
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132. https://doi.org/327317
  • Humphries, R. (2011). Language anxiety in international students: How it can be overcome?. Griffith Working Papers in Pragmatics and Intercultural Communication 4, 1(2), 65-77.
  • Jackson, J. (2002). Reticence in second language case discussions: Anxiety and aspirations. System, 30, 65–84. https://doi.org/10.1016/S0346-251X(01)00051-3
  • Kayaoğlu, M. N., & Sağlamel, H. (2013). Students’ Perceptions of Language Anxiety in Speaking Classes. Tarih Kültür ve Sanat Araştırmaları Dergisi, 2(2), 142-160. https://doi.org/10.7596/taksad.v2i2.245
  • Kim, S. Y. (2009). Questioning the stability of foreign language classroom anxiety and motivation across different classroom contexts. Foreign Language Annals, 42(1), 138-157. https://doi.org/10.1111/j.1944-9720.2009.01012.x
  • Lee, J. S., & Hsieh, J. C. (2019). Affective variables and willingness to communicate of EFL learners in in-class, out-of-class, and digital contexts. System, 82, 63-73. https://doi.org/10.1016/j.system.2019.03.002
  • Léger, D. D., & Storch, N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37(2), 269-285. https://doi.org/10.1016/j.system.2009.01.001
  • Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71-86. https://doi.org/10.1111/j.1540-4781.2008.00687.x
  • Luo, H. (2014). Foreign language speaking anxiety: A study of Chinese language learners. Journal of the National Council of Less Commonly Taught Languages, 15(1), 99-117.
  • MacIntyre, P. D. (1999). Language anxiety: a review of the research for language teachers. In D. J. Young (Ed.), Affect in foreign language and second language learning: a practical guide to creating a low-anxiety classroom atmosphere (pp. 24-45). Boston: McGraw-Hill.
  • MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52, 537-564. https://doi.org/10.1111/1467-9922.00226
  • MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15, 3-26. https://doi.org/10.1177/0261927X960151001
  • MacIntyre, P. D., Clément, R., Baker, S. C., & Conrod, S. (2001). Willingness to communicate, social support and language learning orientations of immersion students. Studies in Second Language Acquisition, 23, 369-388. https://doi.org/10.1017/S0272263101003035
  • MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82, 545-562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
  • MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relation to other anxieties and to processing in native and second languages. Language Learning, 41, 513-534. https://doi.org/10.1111/j.1467-1770.1991.tb00691.x
  • McCroskey, J. C., & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement [Paper presentation]. Speech Communication Association, Denver, CO, United States.
  • McCroskey, J. C., & Richmond, V. P. (1987) Willingness to communicate. In J. C. McCroskey & J. A. Daly (Eds.), Personality and interpersonal communication (pp. 129-156). SAGE.
  • McCroskey, J. C., & Richmond, V. P. (1991). Willingness to communicate: A cognitive view. In M. Booth-Butterfield (Ed.), Communication, cognition, and anxiety (pp. 19-37). SAGE.
  • Miskam, N. N., & Saidalvi, A. (2019). Investigating English language speaking anxiety among Malaysian Undergraduate Learners. Asian Social Science, 15(1), 210-225. https://doi.org/10.5539/ass.v15n1p1
  • Mohtasham, L., & Farnia, M. (2017). English speaking anxiety: A study of the effect of gender on Iranian EFL university students’ perceptions. International journal of research in English education, 2(4), 66-79. https://doi.org/10.29252/ijree.2.4.66
  • Nahavandi, N., & Mukundan, J. (2013). Foreign Language Learning Anxiety among Iranian EFL learners Along Gender and Different Proficiency Levels. Language in India, 13(1), 133-161.
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The Relationship between Speaking Anxiety and Willingness to Communicate among Pre-Service EFL Teachers

Yıl 2022, Cilt: 6 Sayı: 3, 294 - 311, 31.07.2022
https://doi.org/10.34056/aujef.1082682

Öz

Limited research on the relationship between pre-service English language teachers' foreign language speaking anxiety and their willingness to communicate, particularly in Turkish context, paved the way for the present inquiry. Considering the utmost importance of the two interrelated concepts, this quantitative study investigates the relationship between speaking anxiety and willingness to communicate within a correlational research design. Eighty-four first-year ELT students from a Turkish university participated in this study. The Foreign Language Speaking Anxiety Scale (FLSAS) and the Willingness to Communicate (WTC) Scale were administered to participants to assess their speaking anxiety and WTC levels. Data collected through two scales were examined by use of quantitative data analyses. The results showed that (1) students had a moderate level of speaking anxiety, while they indicated a high level of WTC, and (2) female learners had a higher level of speaking anxiety than their male peers, in terms of WTC levels, no difference was observed between genders, and (3) speaking anxiety had a significant impact on willingness to communicate and vice versa. The findings of the study are discussed along with the related literature and several implications and suggestions are presented both for practitioners and future studies.

Kaynakça

  • Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. Modern Language Journal, 78, 155-168. https://doi.org/329005
  • Alemi, M., Tajeddin, Z., & Mesbah, Z. (2013). Willingness to communicate in L2 English: Impact of learner variables. Journal of Research in Applied Linguistics, 4(1), 42-61.
  • Alnahidh, F., & Altalhab, S. (2020). The level and sources of foreign language speaking anxiety among Saudi EFL university students. Advances in Language and Literary Studies, 11(1), 55-64. http://dx.doi.org/10.7575/aiac.alls.v.11n.1
  • Altıner, C. (2018). Turkish EFL learners' willingness to communicate in English. International Journal of Contemporary Educational Research, 5(1), 40-49. https://doi.org/10.11114/jets.v6i11a.3815
  • Baghaei, P. (2013). Development and psychometric evaluation of a multidimensional scale of willingness to communicate in a foreign language. European Journal of Psychology of Education, 28(3), 1087-1103. https://doi.org/10.1007/s10212-012-0157-y
  • Baker, S. C., & MacIntyre, P. D. (2000). The role of gender and immersion in communication and second language orientations. Language Learning, 50(2), 311-341. https://doi.org/10.1111/0023-8333.00119
  • Bashosh, S., Nejad, M. A., Rastegar, M., & Marzban, A. (2013). The relationship between shyness, foreign language classroom anxiety, willingness to communicate, gender, and EFL proficiency. Theory and Practice in Language Studies, 3(11), 2098-2106. https://doi.org/10.4304/TPLS.3.11.2098-2106
  • Cha, J. S., & Kim, T. Y. (2013). Effects of English-learning motivation and language anxiety of the elementary school students on willingness to communicate in English and English speaking. Primary English Education, 19(1), 271-294.
  • Chu, H. N. (2008). Shyness and EFL learning in Taiwan: a study of shy and non-shy college students' use of strategies, foreign language anxiety, motivation, and willingness to communicate [Unpublished doctoral dissertation]. University of Texas.
  • Clément, R., Baker, S. C., & MacIntyre, P. D. (2003). Willingness to communicate in a second language: The effects of context, norms, and vitality. Journal of language and social psychology, 22(2), 190-209. https://doi.org/10.1177/0261927X03022002003
  • Çağatay, S. (2015). Examining EFL students’ foreign language speaking anxiety: The case at a Turkish state university. Procedia-Social and Behavioral Sciences, 199, 648-656. https://doi.org/10.1016/j.sbspro.2015.07.594
  • Dalkılıç, N. (2001). An investigation into the role of anxiety in second language learning [Unpublished doctoral dissertation]. Çukurova University.
  • Denies, K., Yashima, T., & Janssen, R. (2015). Classroom versus societal willingness to communicate: Investigating French as a second language in Flanders. The Modern Language Journal, 99(4), 718-739. https://doi.org/10.1111/modl.12276
  • Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31(3), 313-330. https://doi.org/10.1016/S0346-251X(03)00045-9 Gardner, R. C. & MacIntyre, P. D. (1993). A student's contributions to second­language learning. Part II: Affective variables. Language Teaching, 26, 1-11. https://doi.org/10.1017/S0261444800000045
  • Gardner, R. C., Tremblay, P. F., & Masgoret, A. M. (1997). Towards a Full Model of Second Language Learning: An Empirical Investigation. The Modern Language Journal, 81(3), 344–362. https://doi.org/10.2307/329310
  • Geçkin, V. (2020). Do Gender Differences Affect Foreign Language Anxiety and Preferences for Oral Corrective Feedback?. Journal of Theoretical Educational Science, 13(3), 591-608. http://dx.doi.org/10.30831/akukeg.647447
  • Gerencheal, B. (2016). Gender differences in foreign language anxiety at an Ethiopian university: Mizan-Tepi university third year English major language learners in focus. African Journal of Education and Practice, 1(1), 1-16.
  • Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non‐anxious language learners' reactions to their own oral performance. The Modern Language Journal, 86(4), 562-570. http://dx.doi.org/10.1111/1540-4781.00161
  • Gürsoy, E., & Korkmaz, H. (2018). Speaking Anxiety of Freshmen and Senior Prospective ELT Teachers. Eğitimde Kuram ve Uygulama, 14(1), 48-60. https://doi.org/10.17244/eku.346886
  • Hammad, E. A. (2020). The impact of oral presentations on Al-Aqsa University EFL students’ speaking performance, speaking anxiety and achievement in ELT methodology. Journal of Second and Multiple Language Acquisition, 8(1), 1-27.
  • Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Second Language Studies, 20(2), 29-70.
  • Horwitz, E. (2001). Language anxiety and achievement. Annual review of applied linguistics, 21(1), 112-126. https://doi.org/10.1017/S0267190501000071
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132. https://doi.org/327317
  • Humphries, R. (2011). Language anxiety in international students: How it can be overcome?. Griffith Working Papers in Pragmatics and Intercultural Communication 4, 1(2), 65-77.
  • Jackson, J. (2002). Reticence in second language case discussions: Anxiety and aspirations. System, 30, 65–84. https://doi.org/10.1016/S0346-251X(01)00051-3
  • Kayaoğlu, M. N., & Sağlamel, H. (2013). Students’ Perceptions of Language Anxiety in Speaking Classes. Tarih Kültür ve Sanat Araştırmaları Dergisi, 2(2), 142-160. https://doi.org/10.7596/taksad.v2i2.245
  • Kim, S. Y. (2009). Questioning the stability of foreign language classroom anxiety and motivation across different classroom contexts. Foreign Language Annals, 42(1), 138-157. https://doi.org/10.1111/j.1944-9720.2009.01012.x
  • Lee, J. S., & Hsieh, J. C. (2019). Affective variables and willingness to communicate of EFL learners in in-class, out-of-class, and digital contexts. System, 82, 63-73. https://doi.org/10.1016/j.system.2019.03.002
  • Léger, D. D., & Storch, N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37(2), 269-285. https://doi.org/10.1016/j.system.2009.01.001
  • Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71-86. https://doi.org/10.1111/j.1540-4781.2008.00687.x
  • Luo, H. (2014). Foreign language speaking anxiety: A study of Chinese language learners. Journal of the National Council of Less Commonly Taught Languages, 15(1), 99-117.
  • MacIntyre, P. D. (1999). Language anxiety: a review of the research for language teachers. In D. J. Young (Ed.), Affect in foreign language and second language learning: a practical guide to creating a low-anxiety classroom atmosphere (pp. 24-45). Boston: McGraw-Hill.
  • MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52, 537-564. https://doi.org/10.1111/1467-9922.00226
  • MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15, 3-26. https://doi.org/10.1177/0261927X960151001
  • MacIntyre, P. D., Clément, R., Baker, S. C., & Conrod, S. (2001). Willingness to communicate, social support and language learning orientations of immersion students. Studies in Second Language Acquisition, 23, 369-388. https://doi.org/10.1017/S0272263101003035
  • MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82, 545-562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
  • MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relation to other anxieties and to processing in native and second languages. Language Learning, 41, 513-534. https://doi.org/10.1111/j.1467-1770.1991.tb00691.x
  • McCroskey, J. C., & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement [Paper presentation]. Speech Communication Association, Denver, CO, United States.
  • McCroskey, J. C., & Richmond, V. P. (1987) Willingness to communicate. In J. C. McCroskey & J. A. Daly (Eds.), Personality and interpersonal communication (pp. 129-156). SAGE.
  • McCroskey, J. C., & Richmond, V. P. (1991). Willingness to communicate: A cognitive view. In M. Booth-Butterfield (Ed.), Communication, cognition, and anxiety (pp. 19-37). SAGE.
  • Miskam, N. N., & Saidalvi, A. (2019). Investigating English language speaking anxiety among Malaysian Undergraduate Learners. Asian Social Science, 15(1), 210-225. https://doi.org/10.5539/ass.v15n1p1
  • Mohtasham, L., & Farnia, M. (2017). English speaking anxiety: A study of the effect of gender on Iranian EFL university students’ perceptions. International journal of research in English education, 2(4), 66-79. https://doi.org/10.29252/ijree.2.4.66
  • Nahavandi, N., & Mukundan, J. (2013). Foreign Language Learning Anxiety among Iranian EFL learners Along Gender and Different Proficiency Levels. Language in India, 13(1), 133-161.
  • Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of Language and Linguistic Studies, 10(1), 1-17.
  • Öztürk, E. Ö., & Öztürk, G. (2021). Reducing speaking anxiety in EFL classrooms: An explanatory mixed-methods study. Porta Linguarum Revista Interuniversitaria de Didáctica de Las Lenguas Extranjeras, 36, 249-261. https://doi.org/10.30827/portalin.v0i36.18018
  • Park, G. P., & French, B. F. (2013). Gender differences in the foreign language classroom anxiety scale. System, 41(2), 462-471. https://doi.org/10.1016/J.SYSTEM.2013.04.001
  • Pertaub, D. P., Slater, M., & Barker, C. (2001). An experiment on public speaking anxiety in response to three different types of virtual audience. Teleoperators and Virtual Environments, 11(1), 68-78. https://doi.org/10.1162/105474602317343668 Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1), 38-57. https://doi.org/10.1017/S0958344014000226
  • Saltan, F. (2003). EFL speaking anxiety: How do students and teachers perceive it? [Unpublished master’s thesis]. Middle East Technical University.
  • Seeram, E. (2019). An overview of correlational research. Radiologic technology, 91(2), 176-179.
  • Şener, S. (2014). Turkish ELT students' willingness to communicate in English. ELT Research Journal, 3(2), 91-109.
  • Tercan, G., & Dikilitaş, K. (2015). EFL students’ speaking anxiety: A case from tertiary level students. ELT Research Journal, 4(1), 16-27.
  • Tsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical issues and practical recommendations. International Education Studies, 2(4). https://doi.org/10.5539/ies.v2n4p39
  • Tüm, D. Ö., & Kunt, N. (2013). Speaking Anxiety among EFL Student Teachers. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 385-389.
  • Valadi, A., Rezaee, A., & Baharvand, P. K. (2015). The relationship between language learners’ willingness to communicate and their oral language proficiency with regard to gender differences. International Journal of Applied Linguistics and English Literature, 4(5), 147-153. https://doi.org/10.7575/aiac.ijalel.v.4n.5p.147
  • Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC, 37(3), 308-328. https://doi.org/10.1177/0033688206071315
  • Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66. https://doi.org/10.1111/1540-4781.00136
  • Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553. https://doi.org/10.1111/j.1944-9720.1990.tb00424.x
  • Yu, M. (2011). Effect of communication variables, affective variables, and teacher immediacy on willingness to communicate of foreign language learners. Chinese Journal of Communication, 4(2), 218-236. https://doi.org/10.1080/17544750.2011.565678
  • Zarrinabadi, N., Ketabi, S., & Abdi, R. (2014). Facilitating willingness to communicate in the second language classroom and beyond. The clearing house: A journal of educational strategies, issues and ideas, 87(5), 213-217. https://doi.org/10.1080/00098655.2014.924895
Toplam 59 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Özge Su Özalp 0000-0002-1815-0205

Ali Merç 0000-0003-3061-7899

Yayımlanma Tarihi 31 Temmuz 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 6 Sayı: 3

Kaynak Göster

APA Özalp, Ö. S., & Merç, A. (2022). The Relationship between Speaking Anxiety and Willingness to Communicate among Pre-Service EFL Teachers. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 6(3), 294-311. https://doi.org/10.34056/aujef.1082682
AMA Özalp ÖS, Merç A. The Relationship between Speaking Anxiety and Willingness to Communicate among Pre-Service EFL Teachers. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. Temmuz 2022;6(3):294-311. doi:10.34056/aujef.1082682
Chicago Özalp, Özge Su, ve Ali Merç. “The Relationship Between Speaking Anxiety and Willingness to Communicate Among Pre-Service EFL Teachers”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 6, sy. 3 (Temmuz 2022): 294-311. https://doi.org/10.34056/aujef.1082682.
EndNote Özalp ÖS, Merç A (01 Temmuz 2022) The Relationship between Speaking Anxiety and Willingness to Communicate among Pre-Service EFL Teachers. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 6 3 294–311.
IEEE Ö. S. Özalp ve A. Merç, “The Relationship between Speaking Anxiety and Willingness to Communicate among Pre-Service EFL Teachers”, Anadolu Üniversitesi Eğitim Fakültesi Dergisi, c. 6, sy. 3, ss. 294–311, 2022, doi: 10.34056/aujef.1082682.
ISNAD Özalp, Özge Su - Merç, Ali. “The Relationship Between Speaking Anxiety and Willingness to Communicate Among Pre-Service EFL Teachers”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 6/3 (Temmuz 2022), 294-311. https://doi.org/10.34056/aujef.1082682.
JAMA Özalp ÖS, Merç A. The Relationship between Speaking Anxiety and Willingness to Communicate among Pre-Service EFL Teachers. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2022;6:294–311.
MLA Özalp, Özge Su ve Ali Merç. “The Relationship Between Speaking Anxiety and Willingness to Communicate Among Pre-Service EFL Teachers”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, c. 6, sy. 3, 2022, ss. 294-11, doi:10.34056/aujef.1082682.
Vancouver Özalp ÖS, Merç A. The Relationship between Speaking Anxiety and Willingness to Communicate among Pre-Service EFL Teachers. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2022;6(3):294-311.

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