We would like to thank anonymous reviewers for their invaluable feedback and suggestions given on the early version of this article.
Willingness to Communicate in English: A Model in the Chinese EFL Classroom Context
Article first published online: 15 NOV 2010
© 2010 Language Learning Research Club, University of Michigan
Volume 60, Issue 4, pages 834–876, December 2010
How to Cite
Peng, J.-E. and Woodrow, L. (2010), Willingness to Communicate in English: A Model in the Chinese EFL Classroom Context. Language Learning, 60: 834–876. doi: 10.1111/j.1467-9922.2010.00576.x
- Issue published online: 15 NOV 2010
- Article first published online: 15 NOV 2010
- Revised version accepted 20 July 2009
- willingness to communicate in English;
- communication confidence;
- learner beliefs;
- classroom environment;
- structural equation modeling
This study involves a large-scale investigation of willingness to communicate (WTC) in Chinese English-as-a-foreign-language (EFL) classrooms. A hypothesized model integrating WTC in English, communication confidence, motivation, learner beliefs, and classroom environment was tested using structural equation modeling. Validation of the measurements involved exploratory factor analyses on the dataset collected in a pilot study and confirmatory factor analyses in the main study. The results show that classroom environment predicts WTC, communication confidence, learner beliefs, and motivation. Motivation influences WTC indirectly through confidence. The direct effect of learner beliefs on motivation and confidence is identified. The model provides an adequate fit to the data, indicating the potential to draw on individual and contextual variables to account for classroom communication.