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Foreign Language Self-assessment and Willingness to Communicate in and Outside the Classroom

  • Małgorzata Baran-ŁucarzEmail author
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Part of the Second Language Learning and Teaching book series (SLLT)

Abstract

The present paper concerns the problem of whether students’ self-assessment of their foreign language (FL) proficiency level can be considered a predictor of Willingness to Communicate (WTC) in and outside the FL classroom. Although some observations in this area have already been carried out, in most of them, learners’ self-perceptions refer to communicative skills (self-perceived communication competence). This paper reports results of a mixed-method study in which self-assessment of the FL concerned typical aspects of proficiency, such as competence in grammar and pronunciation, accuracy in the use of grammar and pronunciation, range of vocabulary, followed by self-perception of integrative skills and fluency. The outcomes imply that self-assessment operationalized in this manner is significantly related to WTC in the FL classroom. However, when the naturalistic setting is concerned, statistically significant correlations were found only in the case of pronunciation and integrative skills self-assessment. The numerical outcomes are complemented with qualitative data, which provide a deeper insight into the nature of WTC in and outside the FL classroom.

Keywords

FL self-assessment WTC in the FL classroom WTC outside the FL classroom Mixed-method approach 

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Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.University of WrocławWrocławPoland

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