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The effect of perceived competence on second language communication frequency: the mediating roles of motivation, willingness to communicate, and international posture

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Abstract

The primary purpose of this study was to investigate the mediating effects of second language (L2) motivation, willingness to communicate (WTC), and international posture on the relationship between L2 Self-perceived communication competence (SPCC) and L2 frequency of communication (L2 FC) in online informal English learning contexts among tertiary students in Malaysia. The predictor variables were drawn from Gardner’s (1985) socio-educational model of language learning and MacIntyre and Charos’ (1996) WTC model and adapted to examine the frequency of communication in online contexts. A total of 296 valid responses were collected from university students in Malaysia. The data were collected using online survey and were analysed through partial least squares structural equation modelling (PLS-SEM) technique. The findings suggested that higher level of L2 SPCC would lead to more frequent L2 use in online contexts. Furthermore, the mediating roles of L2 WTC and international posture were found to be statistically significant. However, the mediating effect of L2 motivation on the relationship between L2 SPCC and communication frequency was not supported in this study. Implications of the research findings for understanding the relationship among the study’s variables are also discussed.

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Authors and Affiliations

  1. Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia

    Shima Balouchi & Arshad Abdul Samad

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  1. Shima Balouchi
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  2. Arshad Abdul Samad
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Appendix 1: Survey instrument

Appendix 1: Survey instrument

Willingness to communicate (Lee & Hsieh, 2019)

I am willing to.

  • 1. Talk with non-native speakers of English in online contexts.

  • 2. Talk with native speakers of English in online contexts.

  • 3. Comments in English on other people’s posts/pictures in online contexts

  • 4. Talk to other users of English while playing online games.

  • 5. Initiate communication in English with other people from different countries who I met in online contexts.

  • 6. In general, I believe the opportunity to interact with other L2 learners in online contexts would increase my willingness to communicate in English.

Motivation (Gardner, 1985; Shimizu, 2017)

  • 1. I have a great desire to communicate with others using online contexts.

  • 2. I would like to be surrounded by as much English as possible when I am online.

  • 3. If I had the opportunity to communicate in English in online contexts, I would speak/write English as much as possible.

  • 4. I put more effort into learning English using online contexts.

  • 5. If English were not taught at school, I would study on my own using online contexts.

  • 6. I really enjoy learning English in online contexts.

  • 7. I find learning English through online contexts is really interesting.

  • 8. I’m always looking forward to learning more English through online contexts.

International posture (Mystkowska-Wiertelak & Pawlak, 2016; Yashima, 2009)

When I am online.

  • 1. I want to make friends with people from other countries.

  • 2. I try to use every opportunity to speak in English with foreigners (people who do not speak the same language as you do)

  • 3. I often read and watch the news, short films, clips, etc., about life/events in other countries.

  • 4. I sometimes feel like a member of an international community of people who want to share ideas and opinions.

  • 5. I share my ideas about international issues such as sports, cultural, social, political, or economic events or phenomena in online platforms with other users.

  • 6. The online environment is a response to my strong interest in international affairs.

L2 Self-perceived communication competence (MacIntyre & Charos, 1996; Pyun et al., 2014)

In online environments, I am more confident that.

  • 1. I can talk with other L2 learners from different countries.

  • 2. I can read and understand a comment posted in English.

  • 3. I can post in English without feeling embarrassed about my English.

  • 4. I can use the correct vocabulary when posting in English.

  • 5. I can use the correct grammar when posting in English.

  • 6. I can use the English that I learned to interact with others.

  • 7. I can talk about myself in English using sentences.

L2 frequency of communication in online context (Lee et al., 2019)

  • 1. I use online contexts to share my views related to my English studies content online (e.g., Facebook, WhatsApp groups, etc.).

  • 2. I use online contexts to seek help or support related to my English studies from classmates/friends/strangers (WhatsApp messages, Forum posting, etc.).

  • 3. I use online contexts to consults with teachers, L2 learners, or native speakers about issues related to my English studies (e.g., assignments, projects, etc.).

  • 4. I use online context to increase my English language communication opportunities.

  • 5. I use online context to expand my knowledge of the English language.

  • 6. I use online contexts to help myself to increase my ability to interact with other L2 users.

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Balouchi, S., Samad, A.A. The effect of perceived competence on second language communication frequency: the mediating roles of motivation, willingness to communicate, and international posture. Educ Inf Technol 26, 5917–5937 (2021). https://doi.org/10.1007/s10639-021-10579-z

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