Skip to main content
SpringerLink
Log in
SpringerLink
Log in

A Structural Model of Situational Constructs Accounting for Willingness to Communicate at a Japanese University

  • Conference paper
  • First Online:
Pacific Rim Objective Measurement Symposium (PROMS) 2015 Conference Proceedings

Abstract

Many researchers have highlighted the need for students to have a willingness to communicate (WTC) in second and foreign language classrooms. WTC is important because it is believed that WTC leads to eventual communication both inside and outside the classroom. Previous research into WTC has centered mainly on the use of structural models and trait, self-reported measurements of WTC, but recent research has shown that WTC is also heavily dependent on the situation. However, very few studies have employed situational measurements of WTC. This study reports briefly on the use of factor analysis to investigate the underlying structures of the factors and the Rasch analysis to determine fit, category functioning, and dimensionality of the following factors: classroom efficacy factor and classroom affective factor as the two classroom factors; intrinsic motivation for communication, introjected regulation for communication and external regulation for communication as the three self-determined motivation constructs, and finally, self-perceived competence, communicative anxiety and WTC split in two subconstructs of pair/work and whole class activities. The above constructs, along with a teacher-driven assessment of learners actual communication to identify if WTC leads to language use, were tested in a structural equation model to predict situational WTC with Japanese university students. All fit indices in the final model (N = 376) were good. This study reaffirms the importance of what happens in the classroom, which is the main arena for communication in the EFL setting.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 169.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 219.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 219.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Aubrey, S. C. (2010). Influences on Japanese students’ willingness to communicate across three different sized EFL classes. Asian EFL Journal. Retrieved June 20, 2012, from http://www.asian-efl-journal.com/Thesis/Thesis-Aubrey.pdf.

  • Bentler, P. M. (2006). EQS 6 structural equations program manual. Encino, CA: Multivariate Software.

    Google Scholar 

  • Byrne, B. (2006). Structural equation modeling with EQS: Basic concepts, applications, and programming (2nd ed.). New York, NY: Routledge.

    Google Scholar 

  • Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. Retrieved November 28, 2014, from http://ibatefl.com/wp-content/uploads/2012/08/CLT-Canale-Swain.pdf.

  • Cao, Y. (2012). Willingness to communicate and communication quality in ESL classrooms. TESL Reporter, 45(1), 17–36.

    Google Scholar 

  • Cao, Y., & Philp, J. (2006). Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction. System, 34(4), 480–493. doi:10.1016/j.system.2006.05.002.

    Article  Google Scholar 

  • Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3&4), 325–346. doi:10.1080/00461520.1991.9653137.

    Article  Google Scholar 

  • Dörnyei, Z., & Kormos, J. (2000). The role of individual and social variables in oral task performance. Language Teaching Research, 4(3), 275–300. doi:10.1177/136216880000400305.

    Article  Google Scholar 

  • Elwood, J. (2011). Enriching Structural Models of L2 Willingness To Communicate: The role of Personality, Ego Permeability, and Perceived Distance. [Unpublished doctoral dissertation]. Temple University: Tokyo, Japan.

    Google Scholar 

  • Fallah, N. (2014). Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modeling approach. Learning and Individual Differences, 30, 140–147. doi:10.1016/j.lindif.2013.12.006.

    Article  Google Scholar 

  • Fushino, K. (2008). Measuring Japanese university students’ readiness for second-language group work and its relation to willingness to communicate. [Unpublished doctoral dissertation]. Temple University: Tokyo, Japan.

    Google Scholar 

  • Gardner, R. C., & Smythe, P. C. (1981). On the development of the attitude/motivation test battery. Canadian Modern Language Review, 37, 510–525.

    Google Scholar 

  • Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Second Language Studies, 20(2), 29–70. Retrieved September 6, 2012, from http://www.hawaii.edu/sls/uhwpesl/20(2)/Hashimoto.pdf.

  • Kang, S. (2005). Dynamic emergence of situational willingness to communicate in a second language. System, 33, 277–292. doi:10.1016/j.system.2004.10.004.

    Google Scholar 

  • Kim, S. J. (2004). Exploring willingness to communicate (WTC) in English among Korean EFL (English as a foreign language) students in Korea: WTC as a predictor of second language communication. [Unpublished doctoral dissertation]. The Ohio State University, Columbus, Ohio, USA.

    Google Scholar 

  • Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: The Guilford Press.

    Google Scholar 

  • Linacre, J. M. (2009). A user’s guide to WINSTEPS MINISTEP: Rasch-model computer programs. Chicago, IL: MESA Press.

    Google Scholar 

  • Linacre, J. M. (n.d.). Dimensionality: Contrasts & variances. Retrieved December 21, 2014 from http://www.winsteps.com/winman/principalcomponents.htm.

  • Long, M. H., & Porter, P. A. (1985). Group work, interlanguage talk and second language acquisition. TESOL Quarterly, 19(2), 207–227. doi:10.2307/3586827.

    Article  Google Scholar 

  • Lu, Y., & Hsu, C. F. (2008). Willingness to communicate in intercultural interactions between Chinese and Americans. Journal of Intercultural Communication Research, 37(2), 75–88. doi:10.1080/17475750802533356.

    Article  Google Scholar 

  • MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15, 3–26. doi:10.1177/0261927X960151001.

    Article  Google Scholar 

  • MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal, 82(4), 545–562. doi:10.1111/j.1540-4781.1998.tb05543.x.

    Article  Google Scholar 

  • Matsubara, K. (2011). Learner attitudes towards studying English in a rural Japanese university: motivation, WTC, and preferences for instructional activities. [Unpublished doctoral dissertation]. Temple University: Tokyo, Japan.

    Google Scholar 

  • Matsuoka, R. (2005). Japanese college students’ willingness to communicate in English [Unpublished doctoral dissertation]. Tokyo, Japan: Temple University.

    Google Scholar 

  • Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2003). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 53(1), 33–63. doi:10.1111/1467-9922.53223.

    Article  Google Scholar 

  • Otoshi, J., & Heffernan, N. (2011). An analysis of a hypothesized model of EFL students’ motivation based on self-determination theory. Asian EFL Journal, 13(3), 66–86. Retrieved May 11, 2012, from http://www.asian-efl-journal.com/PDF/September-2011.pdf.

  • Peng, J. E. (2007). Willingness to Communicate in an L2 and Integrative Motivation Among College Students in an intensive English language program in China. University of Sydney Papers in TESOL, 2, 33–59. Retrieved October 17, 2014, from http://faculty.edfac.usyd.edu.au/projects/usp_in_tesol/pdf/volume02/articl02.pdf

  • Peng, J. E., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language Learning, 60(4), 834–876. doi:10.1111/j.1467-9922.2010.00576.x.

    Article  Google Scholar 

  • Robinson, P. (2005). Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. International Review of Applied Linguistics, 43(1), 1–32. doi:10.1515/iral.2005.43.1.1.

    Article  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. doi:10.1006/ceps.1999.1020.

    Article  PubMed  Google Scholar 

  • Spss Inc., (2009). PASW Statistics for Windows, Version 18.0. Chicago: SPSS.

    Google Scholar 

  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). New York, NY: Allyn and Bacon.

    Google Scholar 

  • Vallerand, R. J., & Lalande, D. R. (2011). The MPIC: The perspective of the hierarchical model of intrinsic and extrinsic motivation. Psychological Inquiry, 22, 45–51. doi:10.1080/1047840x.2011.545366.

    Article  Google Scholar 

  • Watanabe, M. (2011). Motivation, self-determination, and willingness to communicate by English learners at a Japanese high school. [Unpublished doctoral dissertation]. Temple University: Tokyo, Japan.

    Google Scholar 

  • Weaver, C. (2010). Japanese university students’ willingness to use English with different interlocutors. [Unpublished doctoral dissertation]. Temple University: Tokyo, Japan.

    Google Scholar 

  • Wright, B., & Stone, M. (1999). Measurement essentials (2nd ed.). Wilmington, DEL: Wide Range.

    Google Scholar 

  • Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. Modern Language Journal, 86, 54–66. doi:10.1111/1540-4781.00136.

    Article  Google Scholar 

  • Yashima, T., Nishide, L. Z., & Shimizu, K. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54(1), 119–152. doi:10.1111/j.1467-9922.2004.00250.x.

    Article  Google Scholar 

  • Yu, M. (2009). Willingness to communicate of foreign language learners: A WTC study in a Chinese setting. Tallahassee, FL: VDM.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Toyo University, Hakusan Campus, Tokyo, Japan

    Graham George Robson

Authors
  1. Graham George Robson
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Graham George Robson .

Editor information

Editors and Affiliations

  1. College of Foreign Studies, Jiaxing University College of Foreign Studies, Jiaxing, Zhejiang, China

    Quan Zhang

Appendices

Appendix A

Classroom and Motivation Items from Main Study

Classroom affective factor (CAF)

The teacher is interested in the students

The teacher is very open to us about his/her opinions/feelings

This class provides an environment for free and open expression of ideas

The teacher sometimes talks about his/her life experiences with us

Speaking activities make me realize I need to study harder

Classroom efficacy factor (CEF)

Speaking tasks in this class are useful for me for the future

The speaking goals of this class match my own speaking goals

The teacher helps me to become a better speaker

English I learn in this class will have some benefit for me later

I can improve both my fluency and accuracy through participating in this class

Activities in this class fit the speaking needs of all students in this class

Intrinsic motivation for communication (IMC)

Speaking English is enjoyable

Speaking English well is important for me to communicate with other students/the teacher

I like to volunteer to answer questions in class and see whether my answer is correct or not

I experience a feeling of high when I speak in English

I want to develop a kind of “new me” in English

Introjected regulation for communication (JRC)

I am somehow embarrassed if I am not good at speaking English

I would be looked upon as cool if I am good at speaking English

I do not want other students to think that I cannot speak English well

Teachers will get angry if I do not speak much in class

I do not want other classmates to look down on me

External regulation for communication (JRC)

Speaking English will be useful for me in the future

I want to be completely bilingual

Improving my spoken English is necessary to help me get a better salary when I graduate

People that speak well in English in Japan are highly evaluated

If I communicate well, it might help my job hunting prospects

Appendix B

Self-perceived competence, willingness to communicate and communicative anxiety items from main study

Perceived competence

Willingness

Anxiety

I am definitely able to do these tasks/situations in my English class

I am definitely willing to do these tasks/situations in my English class

I would feel nervous doing these tasks/situations in my English class

  • Ask your partner/group members the meaning of an English word.

  • Ask your partner/group members to speak slower because you do not understand.

  • Talk about what you did last night to your partner/group members.

  • Stand in front of the class and talk about what you did last night.

  • Answer questions from a native teacher about a vacation you had.

  • Stand in front of the whole class and talk about your hobbies.

  • Give a self-introduction to a partner/group members.

  • Give a self-introduction in front of the class.

  • Volunteer an opinion in a whole class setting.

  • Do a role-play standing in front of the class in English (e.g., ordering food in a restaurant).

  • Ask your partner/group members how to say an English phrase to express your thoughts.

  • Ask your partner/group members what the time is.

  • Read out a two-way dialogue from the textbook in English with a partner/in a group.

  • Interview your partner/group members asking questions from the textbook.

  • Tell your teacher in English why you were late for the class.

  • Lead the whole class in a discussion.

  • Make a speech about a topic of interest to the class without using notes.

  • Explain how you worked out the answer to a question in the textbook to the whole class.

  • Answer easy questions that the teacher asks you in a whole class setting.

  • Give a simple agreement when your partner/other group members ask if you like a certain food.

  • Lead your group in a discussion.

  • Explain to your partner/group members how you worked out the answer to a question in the textbook.

  • Chat in English to your Japanese English teacher.

Appendix C

Correlation matrix for constructs from main study

Factor

1

2

4

5

6

7

8

9

10

11

12

1. CEF

           

2. CAF

0.42*

          

3. IMC

0.36*

0.35*

         

4. JRC

−0.20*

−0.28*

−0.05

        

5. ERC

−0.23*

−0.34*

−0.48*

0.25*

       

6. SPC-W

0.14*

0.26*

0.35*

−0.20*

−0.31*

      

7. SPC-PG

0.27*

0.28*

0.41*

−0.26*

−0.37*

0.41*

     

8. CA-W

−0.24*

−0.17*

−0.29*

0.03

0.11*

−0.39*

−0.35*

    

9. CA-PG

−0.29*

−0.23*

−0.31*

0.11*

0.17*

−0.27*

0.29*

0.15*

   

10. WTC-W

0.25*

0.18*

0.36*

−0.17*

−0.32*

0.38*

0.41*

−0.26*

−0.29*

  

11. WTC-PG

0.26*

0.26*

0.29*

−.26*

−0.35*

0.43*

0.37*

−0.31*

−0.27*

0.43*

 

12. AC

0.34*

0.35*

0.41*

−0.26*

−0.23*

0.25*

0.24*

−0.38*

−0.31*

0.51*

0.66*

  1. Note CEF Classroom efficacy factor; CAF Classroom affective factor; CSE Classroom situational environment; IMC Intrinsic motivation for communication; JRC Introjected regulation for communication; ERC External regulation for communication; MC Motivation for communication; SPW Self-perceived whole class; SPP Self-perceived pair work; SPC Self-perceived competence; CAP Communicative anxiety for pair work; CA-W Communicative anxiety for whole class; Com Conf Communication confidence; WTW Willingness to communicate in whole class; WTP Willingness to communicate in pair work; WTC Self-reported situational willingness to communicate; AC Actual amount of classroom communication. *p 0.05

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer Science+Business Media Singapore

About this paper

Cite this paper

Robson, G.G. (2016). A Structural Model of Situational Constructs Accounting for Willingness to Communicate at a Japanese University. In: Zhang, Q. (eds) Pacific Rim Objective Measurement Symposium (PROMS) 2015 Conference Proceedings. Springer, Singapore. https://doi.org/10.1007/978-981-10-1687-5_17

Download citation

Publish with us

Policies and ethics

Search

Navigation