Willingness to Communicate in English in Relation to Language Use and Motivational Orientations among Pakistani Undergraduates
The current study aimed to investigate Pakistani undergraduates’ willingness to communicate (WTC) in English inside the classroom in relation to language use outside the classroom, motivational orientations to learn English, and the teachers’ views about their undergraduates’ WTC in English insid...
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| Format: | Thesis |
| Language: | English English English |
| Published: |
Universiti Malaysia Sarawak
2023
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/43451/3/Thesis%20PhD_Ubaid%20-%2024%20pages.pdf http://ir.unimas.my/id/eprint/43451/5/Thesis%20PhD_Ubaid_dsva.pdf http://ir.unimas.my/id/eprint/43451/7/Ubaid%20Ullah%20ft.pdf http://ir.unimas.my/id/eprint/43451/ |
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| Summary: | The current study aimed to investigate Pakistani undergraduates’ willingness to
communicate (WTC) in English inside the classroom in relation to language use outside the
classroom, motivational orientations to learn English, and the teachers’ views about their
undergraduates’ WTC in English inside the classroom. Three theories i.e., sociocultural
theory, domains of language use, and socio- psychological were combined to examine the
complex construct of situational L2 WTC. Using a quantitative survey research design, this
study recruited 450 undergraduates and 80 ESL teachers through the cluster sampling
method from eight universities in the Khyber Pakhtunkhwa province of Pakistan. Data were
collected through questionnaires constructed from previous studies. The findings revealed
that the participants’ level of WTC in English was high in most of the classroom situations
including grouping mode, activities (role-play, discussion, and presentation), when given
preparation time, with the same gender, and while sitting in front of the class. On the other
hand, their level of WTC was moderate in some situations i.e., with the opposite gender,
while sitting in the middle and at the back of the classroom, and in front of the whole class.
The data obtained from the domains of language use outside classroom revealed that the
participants used the Pashto language most frequently in the family, neighbourhood and
friendship, and religion domains. Urdu was the most frequently used language in educational
and transactional domains, while English was predominantly used in mass media and social
media domains. The data also revealed that WTC in English inside the classroom was
significantly positively correlated with English language use outside the classroom in
friendship and neighbourhood, educational, transactional, and social media domains. While
there was a significant but negative correlation between WTC in English and English
language use in the religious domain. Conversely, English language use in the family and mass media domains was not significantly correlated. It was found that the participants were
highly integratively and instrumentally motivated to learn English. The results also showed
that both integrative and instrumental motivational orientations were significantly positively
correlated with WTC in English. The findings from teachers’ perspectives revealed that the
undergraduates’ level of WTC in English was high in most of the situations including same
and opposite genders when given preparation time while sitting in the middle of the class,
and front of the whole class. Conversely, the participants’ level of WTC was moderate in the
classroom situations i.e., grouping mode, during activities, while sitting in the middle, and
at the back of the class. The results on the relationship between the undergraduates’ WTC
and the teachers’ views about their WTC inside the classroom in various situations revealed
that there was no significant correlation in all nine situations including grouping mode,
activities, and the same and opposite gender, when given preparation time, seating position
(in front, in the middle, and at the back of the class), and in front of the whole class. This
study revealed that WTC is not only influenced by linguistic, and psychological factors but
also physiological and social factors. It can be argued that social interactions among peers
inside the classroom can enhance the learners’ WTC in English. Also, exposure to the
English language outside the classroom and motivation can positively influence the students’
WTC in English |
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