Prioritization of critical individual factors influencing willingness to communicate: AHP method

Marzieh Rafiee · Salman Abbasian‐Naghneh

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Communication in Education and Healthcare

Abstract

Since its introduction to the field of modern language instruction, willingness to communicate (WTC) attracted much attention from researchers and practitioners. Since then, a large and growing body of literature has investigated the factors influencing language learners’ WTC. Among the factors identified, individual factors were found to have great influence on WTC. The current study aimed to identify the individual factors by reviewing the related literature and prioritize them by using analytical hierarchy process approach. Having these purposes in mind, the researchers asked a number of teaching English as a foreign language teachers to fill out the study's paired-comparison questionnaires. The instrument used to analyse the study's data was Expert Choice 11. The results revealed that among the 10 main individual factors selected, personality, self-perceived communication competence and L2 fluency received the first to third priorities with the relative weights of 0.28, 0.193 and 0.141, respectively. Pedagogical implications and suggestions for further research were also presented.

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2005The Psychology of the Language Learner: Individual Differences in Second Language Acquisition 2004Analytic hierarchy process: An overview of applications 2000Fundamentals of Decision Making and Priority Theory With the Analytic Hierarchy Process 1998Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation 2002Willingness to Communicate in a Second Language: The Japanese EFL Context 1996Personality, Attitudes, and Affect as Predictors of Second Language Communication 2008An Exploration of Chinese EFL Learners' Unwillingness to Communicate and Foreign Language Anxiety 2010Willingness to Communicate in English: A Model in the Chinese EFL Classroom Context

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