Abstract

Literature has suggested the role of affective variables such as self-confidence, motivation, and anxiety in second and foreign language learners’ willingness to communicate in conventional language learning classrooms. However, little has been explored regarding the association of such affective variables inside and outside the classroom and digital environment. To this end, the current study modified the affective variables and replicated the methodological procedure of Lee and Hsieh’s study, who examined the relation between second language (L2) learner affective variables (i.e., self-confidence, anxiety, motivation, and grit) and their willingness to communicate in three different environments (i.e., in-class, out-of-class, and digital environment). A convenience sample of 436 secondary school and university students participated in the study and completed a survey that was administered online. Many of the participants were female (N = 323) and male (N = 113) aged between 10- and 25-years old. Quantitative data analyses using correlational and multiple regression were performed using a statistics software. Findings of the study revealed that all three affective variables; self-confidence, speaking anxiety, and motivation, were significant predictors for Indonesian EFL students’ WTC in both F2F (i.e., inside and outside classroom) and the digital environment. Students also were reported to have a higher level of WTC when participating in the digital communication than in F2F settings. The findings of the current study confirmed the earlier research on EFL students’ WTC in F2F and digital environment. While students’ WTC in the digital environment may vary depending on the delivery mode, for example, synchronous and asynchronous and communication discourse, i.e. written and oral communication, further research is needed to address these issues.

摘要

文献表明，情感变量如自信，动机和焦虑在第二语言学习者和外语学习者在常规语言学习教室中进行交流的意愿中起着作用。但是，关于教室内外的情感变量与数字环境之间的联系，尚未进行任何探讨。为此，当前的研究修改了情感变量，并复制了Lee和Hsieh的研究方法，研究了第二语言（L2）学习者情感变量（即自信，焦虑，动机和勇气）之间的关系，以及他们愿意在三种不同的环境（即课堂内，课堂外和数字环境）中进行交流。便利研究的436名中学生和大学生参加了这项研究，并完成了一项在线管理的调查。许多参与者为10岁至25岁之间的女性（N = 323）和男性（N = 113）。使用统计软件使用相关回归和多元回归进行定量数据分析。研究结果表明，所有三个情感变量都存在。自信，说话焦虑和动力，对于F2F（即教室内外）和数字环境中的印度尼西亚EFL学生的WTC都是重要的预测指标。据报道，参加数字通信的学生比F2F设置的WTC更高。当前研究的结果证实了有关F2F和数字环境下EFL学生的WTC的早期研究。尽管学生在数字环境中的WTC可能会根据授课方式而有所不同，例如同步和异步以及交流话语（即书面和口头交流），但仍需要进一步研究以解决这些问题。