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Inicio Revista de Psicodidáctica (English Edition) Examining the Role of Emotioncy in Willingness to Communicate: A Structural Equa...
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Vol. 24. Issue 2.
Pages 120-130 (July - December 2019)
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Vol. 24. Issue 2.
Pages 120-130 (July - December 2019)
Original
DOI: 10.1016/j.psicoe.2019.03.003
Examining the Role of Emotioncy in Willingness to Communicate: A Structural Equation Modeling Approach
Examinar el papel de la “emotioncy” en la voluntad de comunicarse: un enfoque de modelado de ecuaciones estructurales
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Hossein Makiabadia, Reza Pishghadama,
Corresponding author
pishghadam@um.ac.ir

Corresponding author.
, Elham Naji Meidania, Gholam Hassan Khajavyb
a Ferdowsi University of Mashhad, Iran
b University of Bojnord, Iran
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Figures (8)
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Tables (5)
Table 1. Emotioncy levels (adapted from Pishghadam, Jajarmi, & Shayesteh, 2016)
Table 2. Goodness of fit indices for measurement and structural models
Table 3. Reliability and average variance explained for all variables
Table 4. Descriptive statistics for all variables
Table 5. Results of correlation between the sub-scales of SETS and the sub-scales of WTC
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Abstract

Given that willingness to communicate (WTC) as an important individual difference (ID) variable plays a pivotal role in the second language acquisition (SLA) domain and the fact that an array of factors may affect it in English as a foreign language (EFL) classrooms, this study examines the relationship between the sensory emotioncy types and L2 WTC. To this end, 236 EFL learners ranging from intermediate to advanced proficiency levels were asked to take the willingness to communicate and the sensory emotioncy type scales. Afterwards, confirmatory factor analysis (CFA) and structural equation modeling (SEM) were utilized to analyze the data. The results demonstrate that all three types of sensory emotioncy namely, emotional, cognitive, and sociocultural have significantly positive correlations with the L2WTC subscales, including willingness to speak (WTS), willingness to read (WTR), willingness to write (WTW), and willingness to listen (WTL). The findings also reveal that the cognitive type is a significantly positive predictor of WTR and WTL. In the end, the results are discussed, and some suggestions and implications are presented to the benefits of rejuvenating SLA education.

Keywords:
Individual differences
Willingness to communicate
Emotioncy
Structural equation modeling
Resumen

Teniendo en cuenta que la voluntad de comunicarse (WTC) como una importante diferencia individual (ID) desempeña un papel fundamental en el dominio de adquisición de segundo idioma (SLA) y el hecho de que una serie de factores pueden afectarlo en inglés como lengua extranjera (EFL) en las aulas, este estudio examina la relación entre los tipos de emoción sensorial y L2 WTC. Con este fin, se pide a 236 estudiantes de EFL (inglés como lengua extranjera) que van desde niveles de competencia intermedios a avanzados que respondan a los cuestionarios WTC y SETS. Posteriormente, se ha utilizado el análisis factorial confirmatorio (CFA) y el modelo de ecuación estructural (SEM) para analizar los datos. Los resultados demuestran que los tres tipos de emoción sensorial, es decir, emocional, cognitivo y sociocultural, tienen correlaciones significativamente positivas con las subescalas L2WTC, incluida la voluntad de hablar (WTS), la voluntad de leer (WTR), la voluntad de escribir (WTW) y disposición a escuchar (WTL). Los hallazgos también revelan que el tipo cognitivo es un predictor significativamente positivo de WTR y WTL. Al final, se discuten los resultados y se presentan algunas sugerencias e implicaciones a los beneficios de rejuvenecer la educación de SLA.

Palabras clave:
Diferencias individuales
Voluntad de comunicarse
Emotioncy
Modelado de ecuaciones estructurales

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