Perception, Motivation, and Communicative Self-confidence of Indonesian Students On Willingness to Communicate in L2 By Using Facebook
DOI:
https://doi.org/10.30762/jeels.v5i1.562Keywords:
perception, motivation, communicative selfconfidence, Willingness to Communicate, FacebookAbstract
The present study aims to investigate direct and indirect factors affecting willingness to communicate (WTC) in L2 by using Facebook. Second semester English students (n=156) from private and state universities in three cities in Indonesia; Surabaya, Bali, and Malang participated in this study. A set of questionnaire with a 5-point Likert-scale encompassing students’ perception, motivation, communicative selfconfidence (CSC), and Willingness to Communicate (L2 WTC) was used to collect the data. The data were then analyzed using a software package, AMOS 20, to gauge the magnitude of the factors affecting L2 WTC by using FB platform. The finding reveals that there are considerable effects on perception and motivation mediated by communicative self-confidence to WTC. While, communicative self-confidence shows the strongest predictor on L2 WTC.
References
Ajzen, I. (2011). The theory of planned behavior: Reactions and reflections. Psychology & Health, 26(9), 1113–1127.
Ajzen, I. (2005). Attitudes, personality, and behavior. Maidenhead: Open University Press.
Alhamami, M. (2017). Beliefs about and intention to learn a foreign language in face-to-face and online settings, Computer Assisted Language Learning, 31, 90-113.
Al-Murtadha, M. & Feryok, A. (2017) Studying English in Yemen: situated unwillingness to communicate in sociohistorical time. Innovation in Language Learning and Teaching, 11(3), 230-240.
Adnan, H.M., Mavi, S.R., (2015). Facebook Satisfaction, Life Satisfaction: Malaysian Undergraduate Experience. Malaysian Journal of Communication, 31 (2), 649-671
Blattner, G., & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. Instructional Technology and Distance Learning (ITDL), 6(1), 17−28.
Bugeja, M. (2006). Facing the Facebook. The Chronicle of Higher Education, 52 (21), C1-C4.
Badan Pusat Statistik. (2018). Data kependudukan. Retrieved from: https://www.bps.go.id/.
Cameron, D. (2013). Willingness to communicate in English as a second language as a stable trait or context-influenced variable: Case studies of Iranian migrants to New Zealand.†Australian Review of Applied Linguistics, 36 (2), 177-196.
Camus, M., Hurt, N. E., Larson, L. R., & Prevost, L. (2016). Facebook as an online teaching tool: Effects on student participation, learning, and overall course performance. College Teaching, 64, 84–94.
Cao, Y., Philp, J., (2006). Interactional context and willingness to communicate: a comparison of behavior in whole class, group and dyadic interaction. System, 34, 480-493.
Clement, R. (1980). Etnicity, contact, and communicative competence in a second language. Language: Social Psychological Perspective. New York: Pergamon
Clement, R., Gardner, R. C., & Smythe, P.C., (1980). Social and Individual factors in second language acquisition. Canadian Journal of behavioral Science, 12, 293-302.
Cuesta, M., Eklund, M., Rydin, I., & Witt, A.,K, (2015) Using Facebook as a co-learning community in higher education, Learning, Media and Technology, 41(1), 55-72
Dennen, V., P. & Burner, K., J. (2017). Identity, context collapse, and Facebook use in higher education: putting presence and privacy at odds. Distance Education, 38 (2), 173-192.
Fadilah, E. (2018). Rethinking the maintenance of CLT in Indonesia: A response to: Ariatna’s (Vol. 7, No. 2, 2016) “The Need for Maintaining CLT in Indonesiaâ€. Tesol Journal, 9 (1), 224-236.
Fadilah, E. (2016). Oral corrective feedback on students’ grammatical accuracy and willingness to communicate in EFL classroom: the effects of focused and unfocused prompts. Asian EFL Journal (Academic research issue), 2, 57-78.
Freiermuth, M. (2001). Native speaker or non-native speakers: who has the floor? On line and face-to-face interaction in culturally mixed small groups. Computer Assisted Language Learning (CALL), 14 (2), 169-199.
Freiermuth, M., and Jarrel., D., (2006). Willingness to communicate: can online chat help? International Journal of Applied Linguistic, 16, 189-212.
Gamble, C., & Wilkins, M.(2014). Student attitude and perceptions of using Facebook for language learning. Dimension, 49-72
Hunt, D., Atkin, D., and Krishnan. (2012). The influence of computer-mediated communication apprehension on motives for facebook use. Journal of Broadcasting & Electronic Media 56 (2), 187–202.
Jin, L. (2017) Digital affordances on WeChat: learning Chinese as a second language, Computer Assisted Language Learning, 31, 27-52.
Kabilan, M.K., Ahmad, N., Abidin, M. J.Z. (2010). Facebook: An online environment for learning of English in institutions of higher education? Internet and Higher Education, doi:10.1016/j.iheduc.2010.07.003
Katz, E., Blumler, J., & Gurevitch, M. (1974). Uses of mass communication by the individual. In J. G. Blumler & E. Katz (Eds.), The uses of mass communication: Current perspectives on gratifications research (pp. 19–32). Beverly Hills, CA: Sage.
Khajavy, G. H., Ghonsooly, B., Hosseini Fatemi, A., & Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50, 154–180.
Kissau, S., McCullough, H., Pyke, J.G. (2010). “Levelling the playing field:†the effects of online second language instruction on students willingness to communicate in French. CALICO Journal, 27 (2), 277-297.
Krashen, S. D. (1981). Principles and practice in second language acquisition. Oxford: Pergamon Press Inc.
Lempe, C., Ellison, N., & Steinfield, C. (2006). A face(book) in the crowd: Social searching vs. social browsing. Proceedings of the 20th Anniversary Conference on Computer Supported Cooperative Work, Banff, Alberta, Canada.
Liu, F., Chen., M.C., Sun, Y.S., Wible, D., & Kuo C. H., (2010). Extending the TAM model to explore the factors that affect intention to use an online learning community. Computer and Education, 54, 800-610
McCroskey, James C., & Richmond, Virginia P. (1990). Willingness to communicate: Differing cultural perspectives. Southern Communication Journal, 56(1), 72-77.
MacIntyre, P. D.,& Charos, C. (1996). Personality, attitudes and effect as predictors of second language communication, 15, 3-26.
MacIntyre, Peter D., Baker, Susan C., Clément, Richard, & Conrod, Sarah. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in Second Language Acquisition, 23(3), 369-388.
MacIntyre, P. D., Baker, S. C., Clement, R., & Donovan, L., A. (2002). Sex and age effect on Willingness to Communicate, anxiety, perceived competence, and L2 motivation among Junior High School French Immersion Students. Language Learning, 52, 537-564
MacIntyre, Peter D., Baker, Susan C., Clément, Richards, & Donovan, Leslie A. (2003). Talking in order to learn: willingness to communicate and intensive program. Canadian Modern Language Review, 59(4), 589–607.
McFerrin, K. (1999). Incidental learning in a higher education asynchronous online distance education course. SITE 99: Society for Information Technology & Teacher Education International Conference Proceedings. Charlottesville, VA: Association for the Adputing in Education.
Manca, S., & Ranieri, M. (2016). Is Facebook still a suitable technology-enhanced learning environment? An updated critical review of the literature from 2012 to 2015. Journal of Computer Assisted Learning, 32, 503–528.
Mitchell, K. (2012). A social tool: why and how ESOL students use Facebook. CALICO Journal, 29 (3), 471-493.
Northcote, M., & Kendle, A. (2001). Informal online networks for learning: Making use of incidental learning through recreation. Paper presented at the International Education Research Conference, December 2–6, Fremantle, Australia.
Papacharissi, Z., & Rubin, A. M. (2000). Predictors of Internet use. Journal of Broadcasting & Electronic Media, 44(2), 175–196.
Papacharissi, Z., & Mendelson, A. (2011). Toward a new(er) sociability: Uses, gratifications and social capital on Facebook. In S. Papathanassopoulos (Ed.), Media perspectives for the 21st century (pp. 212–230). London: Routledge.
Peng, J. E., and L. J. Woodrow. 2010. “Willingness to Communicate in English: A Model in the Chinese EFL Classroom Context.†Language Learning, 60(4), 834–876.
Peng, J.,E. (2007). Willingness to communicate in the Chinese EFL classroom: A cultural perspective. In J. Liu (Ed.), English language teaching in China: New approaches, perspectives and standards (pp. 250-269). Bodmin, Cornwall: Continuum.
Pennington, M. (1989). Teaching languages with computers: The state of the art. La Jolla, CA: Athelstan.
Prichard, C. (2013). Training L2 learners to use Facebook appropriately and effectively. CALICO Journal, 30 (2), 204-225.
Prihartini, N., & Muamaroh. (2013). Willingness to communicate in English: A case study of Indonesian University students. Kajian Linguistik dan Sastra, 25(1), 71-81.
Promnitz-Hayashi, L. (2011). A learning success story using Facebook. Studies in Self-Access Learning Journal, 2(4), 309-316.
Rogers, A. (1997). Learning: Can we change the discourse? Adults Learning, 8(5), 116−117.
Septania, R., C.(2018). Indonesia, Pengguna Facebook Terbanyak ke-4 di Dunia. Retrieved from: https://tekno.kompas.com/read/2018/03/02/08181617/indonesia-pengguna-facebook-terbanyak-ke-4-di-dunia.
Sheldon, P. (2008a). Student favorite: Facebook and motives for its use. Southwestern Mass Communication Journal, 23(2), 39–55.
Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
Suthiwartnarueput, T., & Wasanasomsithi, P. (2012). Effects of using Facebook as a medium for discussions of English grammar and writing of low-intermediate EFL students. Electronic Journal of Foreign Language Teaching, 9(2), 194–214.
Tavakoli, M. & Zarrinabadi, M. (2016) Differential effects of explicit and implicit corrective feedback on EFL learners’ willingness to communicate. Innovation in Language Learning and Teaching, DOI: 10.1080/17501229.2016.1195391
Vygotsky, L. L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard university press.
Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2), 7−26.
Wijaya, H., & Rizkina, P.A. (2015). Factors Affecting Students’ Willingness to Communicate (A Case Study in Higher Education). Proceedings of the 7th International Conference on Teaching English as a Foreign Language (COTEFL 7th) Faculty of Letters, University of Muhammadiyah Purwokerto, Central Java, Indonesia, 2015 May 16-17
Yunus, M., & Salehi, H. (2012). The effectiveness of Facebook groups on teaching and improving writing: students’ perceptions. International Journal of Education and Information Technologies, 1(6), 87-96.
Zarrinabadi, N., & Tanbakooei, N., (2016). Willingness to Communicate: Rise, Development, and Some Future Directions. Language and Linguistic Compass, 10 (1), 30-45
Zarrinabadi, Z. (2014). Communicating in a second language: Investigating the effect of teacher on learners’ willingness to communicate. System 42: 288–95.
Zhong, Q. M. (2013). Understanding Chinese learners’ Willingness to Communicate in a New Zealand ESL Classroom: a multiple case study drawing on the theory of planned behavior. System, 41, 740-751.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 JEELS (Journal of English Education and Linguistics Studies)
This work is licensed under a Creative Commons Attribution 4.0 International License.
