Poster #55 - A Path Analytical Model of Chinese Undergraduate English Majors' Willingness to Communicate in English

• In Event: 75.043 - MTCC Poster Session 17
  In Poster Session: 75.043-9 - Learning and Motivational Dynamics in Social and Cultural Contexts

Abstract

This study aimed to explain Chinese undergraduate English majors’ oral willingness to communicate (WTC) in English inside the classroom. By testing a path model, this study determined the extent to which English majors’ adaptability, autonomous and controlled motivational regulations for learning English, speaking self-efficacy, and speaking anxiety work together to explain their WTC.
The results showed that students’ speaking self-efficacy positively and directly predicted their WTC, while students’ speaking anxiety did not directly predict WTC when controlling their autonomous motivational regulations, adaptability, and speaking self-efficacy. Additionally, students’ autonomous motivational regulations and adaptability could both directly and indirectly predict their WTC through speaking self-efficacy, but students’ controlled motivational regulations did not contribute to explain their WTC, either directly or indirectly.

Authors

• Maipeng wei, Florida State University

• Jeannine E. Turner, Florida State University