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Phone: (843) 722-7550
West Ashley Library
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Phone: (843) 766-6635
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Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Village Library
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St. Paul's/Hollywood Library
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Learners' Agency, Beliefs, Mindsets and Teacher Autonomy as Predictors of Willingness to Communicate in Online Learning
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- Author(s): Suci Nugrah Amalia (ORCID
Suci Nugrah Amalia (ORCID 0000-0002-5189-8813 ); Radina Anggun Nurisma (ORCIDRadina Anggun Nurisma (ORCID 0000-0003-3423-9354 ); Utami Widiati (ORCIDUtami Widiati (ORCID 0000-0002-8603-4556 ); Lastika Ary Prihandoko (ORCIDLastika Ary Prihandoko (ORCID 0000-0002-0563-9722 )- Language:
English- Source:
TESL-EJ. 2023 27(3).- Publication Date:
2023- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: TESL-EJ. e-mail: [email protected]; Web site: http://tesl-ej.org
- Peer Reviewed: Y
- Source: 21
- Education Level: Higher Education
Postsecondary Education - Subject Terms: Professional Autonomy; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Personal Autonomy; Computer Mediated Communication; Student Attitudes; Online Courses; Factor Analysis; Student Participation; Teaching Methods; Undergraduate Students; Foreign Countries
- Subject Terms:
- ISSN: 1072-4303
- Abstract: English-as-a-foreign-language (EFL) students' willingness to communicate (WTC) is required both in face-to-face (F2F) and online learning. While literature had extensively explored students' WTC factors in F2F learning, studies on students' WTC factors in online learning were still limited. Hence, this exploratory factor analysis (EFA) study aimed at investigating the interplays among learner agency, learner beliefs, growth language mindset, and teacher autonomy support as predictors of students' WTC in online learning by testing eight formulated hypotheses about the possible interplays. Using Partial Least Square-Structural Equation Modeling (PLS-SEM), we carried out the study with 367 EFL students from several universities in Indonesia who had experienced online English classes and invited them to voluntarily respond to an online survey questionnaire using a Google form. The results demonstrated positive and significant relationships among the variables, indicating that learner agency, learner beliefs, growth language mindset, and teacher autonomy support are significant predictors of WTC in online learning. EFL teachers might use the results of this study as a consideration to proactively encourage students' WTC in online learning. Future research directions and other pedagogical implications are also discussed.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1409874
- Availability:
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