Oral production in general and lecturing in particular plays a significant part in any academic field, especially in TEFL. This study aimed to illuminate and investigate the two psychological and crucial factors influencing the oral production: Willingness to Communicate (WTC) and Self-Esteem. An attempt was made to assess the relationship among WTC, Self-Esteem, and Oral production. In so doing, after homogenizing the students as Intermediate ones via a placement test, two questionnaires of WTC (McCroskey, 1987, 1992) and Self-esteem ( Sorensen, 2006) were administered to 34 intermediate students. Having administered the questionnaires, the researcher asked the subjects to deliver a lecture on general and controversial topics. Based on the questionnaires, the subjects were divided into four groups: 1) High WTC, High self-esteem, 2) High WTC, Low self-esteem, 3) Low WTC, High self-esteem, and 4) Low WTC, Low self-esteem. The data collected from the questionnaires as well as the scores given to their oral productions were analyzed through SPSS (16.00). Results indicated statistically significant differences between the two groups of High WTC, High Self-esteem and Low WTC, Low Self-esteem. The former group outperformed the latter one. The outcomes of this study could have benefits for both foreign language teachers and learners. They both can attain better results by focusing more on these two psychological factors in their roles. The findings of the present study demonstrated that more concentration ought to be placed on these two psychological factors in order to enhance students’ oral performances.
| Published in | International Journal of Language and Linguistics (Volume 2, Issue 4) |
| DOI | 10.11648/j.ijll.20140204.17 |
| Page(s) | 290-294 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Oral production, Self-Esteem, Willingness to Communicate
| [1] | Alemi, M. (2012). Willingness to communicate in English among Iranian EFL engineering students. TELL, 6 (1), pp. 103-119. |
| [2] | Alemi, M., Daftarifard, P., & Pashmforoosh, R. (2011). The Impact of language anxiety and language proficiency on WTC in EFL context. Cross- Cultural Communication, 7 (3), 150-166. |
| [3] | Alemi, M., Tajeddin, Z. & Mesbah, Z. (2013). Willingness to communicate in L2 English: Impact of learner variables. RALS, 4(1), 42-61. |
| [4] | Bachman, L. F. & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press. |
| [5] | Çetinkaya B, Y. (2007). Turkish students’ willingness to communicate in English. Dokuz Eylül Üniversiy, Buca Education Faculty Journal, 21, 115-123. |
| [6] | 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. |
| [7] | Coopersmith, S. (1967). The antecedents of self-esteem. San Francisco: Freeman. |
| [8] | Farhady, H., Jafarpoor, A., & Birjandi, P. (1998). Testing language skills: from theory to practice. Tehran: SAMT Publications. |
| [9] | MacIntyre, P.D. (2004).Volition and personality: Bringing motivational tendencies to life. Paper presented at the 9th conference of the international association of language and social- psychology, July 1, 2004, Penn State University. |
| [10] | MacIntyre, P. D., Baker, S. C., Cle´ment, R., &Conrod, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. Studies on Second Language Acquisition, 23, 369-388. |
| [11] | MacIntyre, P., Clement, R., Dornyei, Z., & Noels, K. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82, 545-562. |
| [12] | Marsh, H.W. (1990). Causal ordering of academic self-concept and academic achievement: A Multi-wave, longitudinal panel analysis. Journal of Educational Psychology. 82(4), 646-656. |
| [13] | McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40, 16-25. |
| [14] | McCroskey, J. C., & Richmond, V. P. (1987). Willingness to communicate. In J. C. McCroskey & J. A. Daly (Eds.), Personality and interpersonal communication (pp. 119-131). Newbury Park, CA: Sage. |
| [15] | McCroskey, J. C., & McCroskey, L. L. (1986a). Correlates of willingness to communicate. Paper presented at the annual convention of the Western Speech Communication Association, Tucson, AZ. |
| [16] | McCroskey, J. C. & McCroskey, L. L. (1986 b). Self-report as an approach to measuring communication competence. Paper presented at the annual convention of the Central States Speech Association, Cincinnati, OH. |
| [17] | Purkey, W.W. (1970). Self-concept and school achievement. Englewood Cliffs, NJ: Prentice-Hall. |
| [18] | Sorensen, M. J. (2006). Breaking the chain of low self-esteem. New York: Wolf Publishing Company. |
| [19] | Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66. |
| [20] | Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). Influence of attitudes and effect on L2 communication: A study of Japanese high school students. Language Learning, 54(1), 119-152. |
APA Style
Mohadese Habib zade, Akram Hashemi. (2014). Self-Esteem, Willingness to Communicate, and Oral Production: The Case Study of Iranian Intermediate EFL Students. International Journal of Language and Linguistics, 2(4), 290-294. https://doi.org/10.11648/j.ijll.20140204.17
ACS Style
Mohadese Habib zade; Akram Hashemi. Self-Esteem, Willingness to Communicate, and Oral Production: The Case Study of Iranian Intermediate EFL Students. Int. J. Lang. Linguist. 2014, 2(4), 290-294. doi: 10.11648/j.ijll.20140204.17
AMA Style
Mohadese Habib zade, Akram Hashemi. Self-Esteem, Willingness to Communicate, and Oral Production: The Case Study of Iranian Intermediate EFL Students. Int J Lang Linguist. 2014;2(4):290-294. doi: 10.11648/j.ijll.20140204.17
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijll.20140204.17,
author = {Mohadese Habib zade and Akram Hashemi},
title = {Self-Esteem, Willingness to Communicate, and Oral Production: The Case Study of Iranian Intermediate EFL Students},
journal = {International Journal of Language and Linguistics},
volume = {2},
number = {4},
pages = {290-294},
doi = {10.11648/j.ijll.20140204.17},
url = {https://doi.org/10.11648/j.ijll.20140204.17},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20140204.17},
abstract = {Oral production in general and lecturing in particular plays a significant part in any academic field, especially in TEFL. This study aimed to illuminate and investigate the two psychological and crucial factors influencing the oral production: Willingness to Communicate (WTC) and Self-Esteem. An attempt was made to assess the relationship among WTC, Self-Esteem, and Oral production. In so doing, after homogenizing the students as Intermediate ones via a placement test, two questionnaires of WTC (McCroskey, 1987, 1992) and Self-esteem ( Sorensen, 2006) were administered to 34 intermediate students. Having administered the questionnaires, the researcher asked the subjects to deliver a lecture on general and controversial topics. Based on the questionnaires, the subjects were divided into four groups: 1) High WTC, High self-esteem, 2) High WTC, Low self-esteem, 3) Low WTC, High self-esteem, and 4) Low WTC, Low self-esteem. The data collected from the questionnaires as well as the scores given to their oral productions were analyzed through SPSS (16.00). Results indicated statistically significant differences between the two groups of High WTC, High Self-esteem and Low WTC, Low Self-esteem. The former group outperformed the latter one. The outcomes of this study could have benefits for both foreign language teachers and learners. They both can attain better results by focusing more on these two psychological factors in their roles. The findings of the present study demonstrated that more concentration ought to be placed on these two psychological factors in order to enhance students’ oral performances.},
year = {2014}
}
TY - JOUR T1 - Self-Esteem, Willingness to Communicate, and Oral Production: The Case Study of Iranian Intermediate EFL Students AU - Mohadese Habib zade AU - Akram Hashemi Y1 - 2014/09/10 PY - 2014 N1 - https://doi.org/10.11648/j.ijll.20140204.17 DO - 10.11648/j.ijll.20140204.17 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 290 EP - 294 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.20140204.17 AB - Oral production in general and lecturing in particular plays a significant part in any academic field, especially in TEFL. This study aimed to illuminate and investigate the two psychological and crucial factors influencing the oral production: Willingness to Communicate (WTC) and Self-Esteem. An attempt was made to assess the relationship among WTC, Self-Esteem, and Oral production. In so doing, after homogenizing the students as Intermediate ones via a placement test, two questionnaires of WTC (McCroskey, 1987, 1992) and Self-esteem ( Sorensen, 2006) were administered to 34 intermediate students. Having administered the questionnaires, the researcher asked the subjects to deliver a lecture on general and controversial topics. Based on the questionnaires, the subjects were divided into four groups: 1) High WTC, High self-esteem, 2) High WTC, Low self-esteem, 3) Low WTC, High self-esteem, and 4) Low WTC, Low self-esteem. The data collected from the questionnaires as well as the scores given to their oral productions were analyzed through SPSS (16.00). Results indicated statistically significant differences between the two groups of High WTC, High Self-esteem and Low WTC, Low Self-esteem. The former group outperformed the latter one. The outcomes of this study could have benefits for both foreign language teachers and learners. They both can attain better results by focusing more on these two psychological factors in their roles. The findings of the present study demonstrated that more concentration ought to be placed on these two psychological factors in order to enhance students’ oral performances. VL - 2 IS - 4 ER -
Information
Email: