Correlations Between Willingness to Communicate Outside the Classroom, L2 Selves, and Learning Satisfaction : A Study of Finnish Advanced Learners of English
Kääriäinen, Juha (2018-06-11)
Correlations Between Willingness to Communicate Outside the Classroom, L2 Selves, and Learning Satisfaction : A Study of Finnish Advanced Learners of English
Kääriäinen, Juha
(11.06.2018)
Tätä artikkelia/julkaisua ei ole tallennettu UTUPubiin. Julkaisun tiedoissa voi kuitenkin olla linkki toisaalle tallennettuun artikkeliin / julkaisuun.
Turun yliopisto
Tiivistelmä
This study investigated advanced English learners’ willingness to communicate in their L2 outside the classroom and, further, how this willingness related to their views of themselves as L2 users, their L2 ideals, and L2 learning satisfaction.
A sample consisting of 23 advanced learners of English were recruited from the University of Turku as the research participants. The students provided the research data by filling in a six-page questionnaire that surveyed L2 selves (current, and ideal), L2 learning efforts and achievement, L2 WTC, and the motivational orientation behind the L2 WTC. The research data consisted of both qualitative and quantitative elements. The former was analyzed using a combination of semantical and mathematical approaches. Pearson’s correlation co-efficient and independent samples t-test were applied in investigating the correlations within the collected data. A self-assessment questionnaire was applied to measure the L2 WTC.
The results demonstrated rather high satisfaction both in how satisfied the students were with their current qualities as L2 users and the perceived self-perceived balance between the investment in learning efforts and learning results. However, a meaningful correlation between L2 WTC and learning satisfaction was not to be found. Overall L2 WTC scores appeared lower than expected as the mean score was only 74.6% of the maximum. The use of productive skills (speaking and writing) was perceived the least appealing in L2 communication. Further research could asses the language-specific variation (L1 vs. L2) in outside-the-classroom L2 WTC.
A sample consisting of 23 advanced learners of English were recruited from the University of Turku as the research participants. The students provided the research data by filling in a six-page questionnaire that surveyed L2 selves (current, and ideal), L2 learning efforts and achievement, L2 WTC, and the motivational orientation behind the L2 WTC. The research data consisted of both qualitative and quantitative elements. The former was analyzed using a combination of semantical and mathematical approaches. Pearson’s correlation co-efficient and independent samples t-test were applied in investigating the correlations within the collected data. A self-assessment questionnaire was applied to measure the L2 WTC.
The results demonstrated rather high satisfaction both in how satisfied the students were with their current qualities as L2 users and the perceived self-perceived balance between the investment in learning efforts and learning results. However, a meaningful correlation between L2 WTC and learning satisfaction was not to be found. Overall L2 WTC scores appeared lower than expected as the mean score was only 74.6% of the maximum. The use of productive skills (speaking and writing) was perceived the least appealing in L2 communication. Further research could asses the language-specific variation (L1 vs. L2) in outside-the-classroom L2 WTC.