A MODEL OF SITUATIONAL CONSTRUCTS ACCOUNTING FOR WILLINGNESS TO COMMUNICATE AT A JAPANESE UNIVERSITY

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 recognize this and have, thus, not employed situational measurements of WTC. After a thorough review of WTC literature, 13 pertinent constructs were modified to reflect the situation in the foreign language classroom. These were related to constructs of the classroom, beliefs about communication; self-determined motivation; self-perceived competence; communication anxiety and willingness to communicate. A preliminary study employing exploratory factor analysis and Rasch analysis, followed by a main study conducted with and confirmatory factor analysis and Rasch analysis were undertaken with first- and second-year Japanese university students. The factor analysis was used to investigate the underlying structures of the factors and the Rasch analysis was used to determine fit, category functioning and dimensionality. Nine reliable and unidimensional factors were brought forward from the main study, which were 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 Willingness to Communicate split in two subconstructs of pair/work and whole class activities. The second half the study was the formulation of a structural equation model using the above constructs to predict situational WTC. The model also included an often under-utilized resource, the teacher, who assessed the learners’ actual communication to identify if WTC leads to language use. All the fit indices in the final model (N = 376) were good, and the model included three additional paths. The model indicated that classroom constructs led to motivation and self-perceived competence, which predicted confidence. Motivation led directly to WTC and indirectly to WTC through confidence. Lastly, WTC predicted actual communication. The constructs in this study can be applied in other studies of situational WTC. This study helps to both expand our understanding of constructs affecting situational WTC and actual communication, and provides more validity to the construct of situational WTC. It also reaffirms the importance of what happens in the classroom, which is main arena for communication in the EFL setting.