Affective variables contributing to Indonesian EFL students’ willingness to communicate within face-to-face and digital environments

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.

Keywords:

• foreign language learning
• affective factors
• willingness to communicate
• inside classroom
• outside classroom
• digital environment

PUBLIC INTEREST STATEMENT

Although rich empirical evidence has existed to propose models drawing contributing factors to WTC among EFL students in conventional classroom and digital settings, little has been explored concerning the role of affective variables in determining students’ WTC in conventional and digital classrooms. The current study attempts to modify and replicate Lee and Hsieh (2019) study, who examined the relationship 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 the digital environment). Particularly, the current study addresses the inquiry of the role of affective variables in determining WTC amongst a cohort of Indonesian EFL secondary schools and university students.

Conflicts of interest

The authors declare no conflict of interest.

Additional information

Funding

The research is funded by Research and Development Body, University of Muhammadiyah Prof. DR. HAMKA, Jakarta, Indonesia No. 312/F.03.07/2020.

Notes on contributors

Herri Mulyono

Herri Mulyono is a member of teaching staffs at English Department, Faculty of Teacher Training and Pedagogy, University of Muhammadiyah Prof. DR. HAMKA, Jakarta Indonesia. Herri received his PhD in 2018 from University of York UK. Herri currently chairs the L8 Research Group in the university.

Regitha Saskia

Regitha Saskia graduated from the English Department, Faculty of Teacher Training and Pedagogy, University of Muhammadiyah Prof. DR. HAMKA, Jakarta Indonesia. Currently, Regitha works as a research assistant in L8 Research Group at the university.