Exploring willingness to communicate (WTC) in English among Korean EFL (English as a foreign language) students in Korea: WTC as a predictor of success in second language acquisition

Abstract

Many Korean EFL students are eager to acquire English proficiency.Despite their eagerness and hard work, Korean students seem to have been unsuccessful in achieving their goal.L2 researchers argue that willingness to communicate (WTC) in L2 is one of the best predictors determining success in L2 acquisition, in association with the perspective that the more active L2 students are with L2 use, the greater possibility they have to develop L2 proficiency.It might be important for Korean students to understand what affects WTC in English to enhance the possibility to acquire English proficiency.In explaining the interrelations among affective variables influencing WTC in L2, MacIntyre et al. (1998) conceptualized a heuristic model in accordance with the perspective that "authentic communication in a L2 can be seen as the result of a complex of interrelated variables" (p.547).They claimed that their heuristic model can provide pedagogical use for L2 education.The current study examined the reliability of MacIntyre et al.'s model in explaining WTC in English among Korean students before its application to the Korean context.It was assumed that the reliability of MacIntyre et al.'s model relies on the determination of whether WTC is more trait-like than situational.WTC can be "a trait-like predisposition…relatively consistent across a variety of communication contexts" (McCroskey et al., 1991, p. 23).WTC can also be situational in that L2 students' levels of WTC will be different according to ACKNOWLEDGMENT Since 1997, when I started studying here at The Ohio State University, I have felt like I have been running a marathon.If running 30 miles (48 km) for 8 hours a day, I have run 76,650 miles (122,640 km) for 7 years.Now I am about to finish the long run.I would like to thank those who have helped me complete such a long race.I would like to thank my advisor, Dr. Keiko Samimy for her kind advice and feedback on my study.With her help, I could manage to extend my perspectives on affective variables in second language acquisition.My special thanks go to Dr. Anna Soter for her kind feedback and suggestions on my study.I might have quit my long academic race without her smile encouraging me: I won't forget her help and encouragement during the race.I must thank Dr. Xiaodong Liu for his kind advice on statistical analysis of my study.I sincerely appreciate his kindness and willingness to help me in conducting this study.During my study, I was indebted to many people.First of all

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