Social-psychological Factors as Predictors of WTC: Analysis of English and Chinese learners of Korean data based on a SEM approach

• In Event: Poster Session 1

Session Submission Type: Poster

Summary

This study investigated how social-psychological factors such as social supports (from teachers and peers) and language anxiety (in-classroom and outside-classroom) may influence the WTC and the L2 proficiency of English and Chinese learners of Korean using a structural equation modeling approach to examine the validity of WTC model.

Abstract

The major purpose of the present study is to gauge the general applicability of WTC model (MacIntyre, 1996, 2002), and to test comparative validity by presenting independent groups in parallel. This study examines how social-psychological factors may influence the WTC and the L2 proficiency of English and Chinese learners of Korean in a KSL context partially using WTC model as a theoretical framework. I hypothesized that social factors mediate anxiety factors; consequently, they would indirectly affect the level of self-perceived WTC and L2 proficiency.

English learners of Korean (N=122) and Chinese learners of Korean (N=127) in Seoul responded to items to measure social supports, L2 anxiety, WTC, culture shock and self-reported L2 proficiency levels. Structural equation modeling (SEM) was used as a methodological framework to examine the WTC model that social support for language learning will be positively associated with higher levels of L2 communicative orientations. Results from English group show that the hypothesized model fits the data well (CFI= .922; RMSEA= .069). In line with previous research (Horwitz et al, 1986; MacIntyre & Gardner, 1991, 1994), an analysis of factor loadings and path coefficients suggests that social supports control L2 anxiety level and indirectly affect WTC and L2 proficiency.

Yet the findings from Chinese group (N=127) dismiss the hypothesized model. In contrast the findings from the English group indicating conciliatory effects from social supports on anxiety, the Chinese learners group shows diametrically opposite results: social support factors fail to affect L2 anxiety, rather, they are influenced by L2 anxiety factors as dependent variables (CFI= .910, RMSEA= .062). Furthermore, the factor loadings of teacher support and in-class anxiety were found negligible. These results ascribed to the following: the WTC model is not universally applied, and should be modified according to contexts.

Strand

• Language, Culture, and Socialization

Presenter

• Jaesu Choi, Indiana University