Willingness to Communicate, Possible Selves, Learner Autonomy, and Academic Target Needs: Implications for Sustainable Development in L2 Pedagogy

Q2 Social Sciences

Journal of Teacher Education for Sustainability Pub Date : 2019-12-01 DOI:10.2478/jtes-2019-0021

R. Esfandiari, Sepideh Hesani

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引用次数: 2

Abstract

Abstract Life-long learning requires that language learners be well prepared for the target situations they will be operating in. To achieve this goal and to improve education for sustainable development, language teachers and language educators need to motivate language learners to participate in the target language. The present study, therefore, investigated the relationships between willingness to communicate (WTC) and possible selves, WTC and learner autonomy, and WTC and academic target needs in an English for Academic Purposes (EAP) context to open up new horizons for sustainable L2 learning. In addition, the present study was aimed at examining the extent to which WTC, possible selves, and learner autonomy would predict academic target needs. Five hundred and ninety male and female undergraduate students from two state-run universities in Iran participated in this study. The present study used four questionnaires to collect the data, and SPSS (version 25) was used to analyze the data. The findings showed a significant positive relationship between WTC and possible selves. Finally, results from hierarchical multiple regression revealed that WTC, possible selves, and learner autonomy were predictors of academic target needs. The findings suggest that the interplay of several variables should be considered if language learners need to actively communicate in L2 academic settings. Implications for sustainable development in L2 pedagogy are also discussed.

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沟通意愿、可能的自我、学习者自主和学术目标需求:对第二语言教学法可持续发展的影响

终身学习要求语言学习者对将要进入的目标情境做好充分的准备。为了实现这一目标，促进教育的可持续发展，语言教师和语言教育者需要激发语言学习者参与目的语学习。因此，本研究探讨了在学术英语(EAP)环境下，沟通意愿(WTC)与可能自我、沟通意愿与学习者自主性、沟通意愿与学术目标需求之间的关系，以期为可持续的二语学习开辟新的视野。此外，本研究的目的是探讨WTC、可能自我和学习者自主在多大程度上预测学术目标需求。来自伊朗两所国立大学的590名男女本科生参与了这项研究。本研究采用4份问卷收集数据，使用SPSS (version 25)软件对数据进行分析。研究结果显示，WTC与可能自我之间存在显著的正相关关系。多层次多元回归分析结果显示，学习自主性、可能自我和学习自主性是学业目标需求的预测因子。研究结果表明，如果语言学习者需要在第二语言学术环境中积极交流，就应该考虑几个变量的相互作用。本文还讨论了二语教学法对可持续发展的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education for Sustainability Social Sciences-Education

CiteScore

4.10

自引率

0.00%

发文量

期刊介绍： Journal of Teacher Education for Sustainability (JTEFS) is a forum for the meeting of different views, ideas and research to promote the further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. Contributors are encouraged to submit articles with relevance to content and forms of teacher professional and academic education, problems and tasks of teacher in-service education and other issues to help teachers to become responsible mentors for the sustainable development.