The Relationship among Turkish EFL Learners’ Willingness to Communicate in English, Self-efficacy Perceptions and Linguistic Self-confidence, 2021
The objective of this study was to investigate the level of English preparation class students' W... more The objective of this study was to investigate the level of English preparation class students' WTC in English, their self-efficacy perceptions, and their linguistic self-confidence. This study also aimed to explore the possible correlation among these variables. Eighty-four Turkish EFL learners studying at compulsory English preparatory classes at Yozgat Bozok University in Turkey participated in the study. A mixed-method research design was adopted. The quantitative data were collected through 4 five-point Likert-type scales: the WTC scale, the Communication Anxiety Scale, and the Perceived Communication Competence Scale, and the Self-Efficacy Scale. The qualitative data involved semi-structured interviews conducted with 30 of the students. Both qualitative and quantitative data revealed that students were somewhat willing to communicate, they perceived themselves somewhat confident in English, they did not experience much communication anxiety, and they had a medium level of perceived self-efficacy in English. Correlation analyses showed that there was a negative relationship between communication anxiety and other three affective variables, namely, perceived communication competence, willingness to communicate and self-efficacy. The findings further revealed a positive relationship between students' willingness to communicate and other variables such as their perceived communication competence, self-efficacy, and linguistic self-confidence. A positive relationship was also observed between students' self-efficacy and their perceived communication competence and linguistic self-confidence. The implications of the study were discussed and some recommendations for further studies were made.
Journal of Education, Innovation, and Communication (JEICOM)
Volume 1, Issue 2, December 2019
“... more Journal of Education, Innovation, and Communication (JEICOM) Volume 1, Issue 2, December 2019 “The value of pedagogical knowledge: an international perspective' JEICOM is a Fully Peer-Reviewed, Open Access journal, publishing articles from all areas of education, innovation and communication, independent of the events organized by the Communication Institute of Greece. JEICOM’s scope is to provide a free and open platform to academics, researchers, professionals, and postgraduate students to communicate and share knowledge in the form of high quality empirical and theoretical research that is of high interest not only for academic readers but also for practitioners and professionals. JEICOM welcomes theoretical, conceptual and empirical original research papers, case studies, book reviews that demonstrate the innovative and dynamic spirit for the education and communication sciences, from researchers, scholars, educators, policy-makers, and practitioners in education, communication, and related fields. Articles that show scholarly depth, breadth or richness of different aspects of social pedagogy are particularly welcome. The numerous papers presented every year during the conferences organized by the Communication Institute of Greece, enables us to have access to a plethora of papers. Following a rigorous peerreview process, only a selection of these papers submitted is published biannually. In addition, to the papers presented in the Institute’s conference, we do encourage independent submissions of papers too. Nevertheless, before you submit, please make sure to respect the guidelines and templates provided. The current issue of the “Journal of Education, Innovation, and Communication (JEICOM)”, is our Second Issue for 2019 (December 2019).
The Relationship among Turkish EFL Learners’ Willingness to Communicate in English, Self-efficacy Perceptions and Linguistic Self-confidence, 2021
The objective of this study was to investigate the level of English preparation class students' W... more The objective of this study was to investigate the level of English preparation class students' WTC in English, their self-efficacy perceptions, and their linguistic self-confidence. This study also aimed to explore the possible correlation among these variables. Eighty-four Turkish EFL learners studying at compulsory English preparatory classes at Yozgat Bozok University in Turkey participated in the study. A mixed-method research design was adopted. The quantitative data were collected through 4 five-point Likert-type scales: the WTC scale, the Communication Anxiety Scale, and the Perceived Communication Competence Scale, and the Self-Efficacy Scale. The qualitative data involved semi-structured interviews conducted with 30 of the students. Both qualitative and quantitative data revealed that students were somewhat willing to communicate, they perceived themselves somewhat confident in English, they did not experience much communication anxiety, and they had a medium level of perceived self-efficacy in English. Correlation analyses showed that there was a negative relationship between communication anxiety and other three affective variables, namely, perceived communication competence, willingness to communicate and self-efficacy. The findings further revealed a positive relationship between students' willingness to communicate and other variables such as their perceived communication competence, self-efficacy, and linguistic self-confidence. A positive relationship was also observed between students' self-efficacy and their perceived communication competence and linguistic self-confidence. The implications of the study were discussed and some recommendations for further studies were made.
Journal of Education, Innovation, and Communication (JEICOM)
Volume 1, Issue 2, December 2019
“... more Journal of Education, Innovation, and Communication (JEICOM) Volume 1, Issue 2, December 2019 “The value of pedagogical knowledge: an international perspective' JEICOM is a Fully Peer-Reviewed, Open Access journal, publishing articles from all areas of education, innovation and communication, independent of the events organized by the Communication Institute of Greece. JEICOM’s scope is to provide a free and open platform to academics, researchers, professionals, and postgraduate students to communicate and share knowledge in the form of high quality empirical and theoretical research that is of high interest not only for academic readers but also for practitioners and professionals. JEICOM welcomes theoretical, conceptual and empirical original research papers, case studies, book reviews that demonstrate the innovative and dynamic spirit for the education and communication sciences, from researchers, scholars, educators, policy-makers, and practitioners in education, communication, and related fields. Articles that show scholarly depth, breadth or richness of different aspects of social pedagogy are particularly welcome. The numerous papers presented every year during the conferences organized by the Communication Institute of Greece, enables us to have access to a plethora of papers. Following a rigorous peerreview process, only a selection of these papers submitted is published biannually. In addition, to the papers presented in the Institute’s conference, we do encourage independent submissions of papers too. Nevertheless, before you submit, please make sure to respect the guidelines and templates provided. The current issue of the “Journal of Education, Innovation, and Communication (JEICOM)”, is our Second Issue for 2019 (December 2019).
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Volume 1, Issue 2, December 2019
“The value of pedagogical knowledge: an international perspective'
JEICOM is a Fully Peer-Reviewed, Open Access journal, publishing articles from all areas of education, innovation and communication, independent of the events organized by the Communication Institute of Greece.
JEICOM’s scope is to provide a free and open platform to academics, researchers, professionals, and postgraduate students to communicate and share knowledge in the form of high quality empirical and theoretical research that is of high interest not only for academic readers but also for practitioners and professionals. JEICOM welcomes theoretical, conceptual and empirical original research papers, case studies, book reviews that demonstrate the innovative and dynamic spirit for the education and communication sciences, from researchers, scholars, educators, policy-makers, and practitioners in education, communication, and related fields. Articles that show scholarly depth, breadth or richness of different aspects of social pedagogy are particularly welcome.
The numerous papers presented every year during the conferences organized by the Communication Institute of Greece, enables us to have access to a plethora of papers. Following a rigorous peerreview process, only a selection of these papers submitted is published biannually. In addition, to the papers presented in the Institute’s conference, we do encourage independent submissions of papers too. Nevertheless, before you submit, please make sure to respect the guidelines and templates provided.
The current issue of the “Journal of Education, Innovation, and Communication (JEICOM)”, is our Second Issue for 2019 (December 2019).
Volume 1, Issue 2, December 2019
“The value of pedagogical knowledge: an international perspective'
JEICOM is a Fully Peer-Reviewed, Open Access journal, publishing articles from all areas of education, innovation and communication, independent of the events organized by the Communication Institute of Greece.
JEICOM’s scope is to provide a free and open platform to academics, researchers, professionals, and postgraduate students to communicate and share knowledge in the form of high quality empirical and theoretical research that is of high interest not only for academic readers but also for practitioners and professionals. JEICOM welcomes theoretical, conceptual and empirical original research papers, case studies, book reviews that demonstrate the innovative and dynamic spirit for the education and communication sciences, from researchers, scholars, educators, policy-makers, and practitioners in education, communication, and related fields. Articles that show scholarly depth, breadth or richness of different aspects of social pedagogy are particularly welcome.
The numerous papers presented every year during the conferences organized by the Communication Institute of Greece, enables us to have access to a plethora of papers. Following a rigorous peerreview process, only a selection of these papers submitted is published biannually. In addition, to the papers presented in the Institute’s conference, we do encourage independent submissions of papers too. Nevertheless, before you submit, please make sure to respect the guidelines and templates provided.
The current issue of the “Journal of Education, Innovation, and Communication (JEICOM)”, is our Second Issue for 2019 (December 2019).