چکیده:
One of the most important factors influencing the participation of English language learners is the willingness to communicate and trying to reduce reticence. The purpose of this study was to predict daily class participation based on reticence and willingness to communicate. The sample for the current research was selected from the students of the English language department, College of Basic Education, the University of Halabja in Kurdistan Region of Iraq, and students of the English Language Department at the University of Kurdistan, Sanandaj in Iran and the sample number was 200 people. The data of the present study came from two questionnaires consisted of two scales measuring Reticence scale, and Willingness to Communicate (WTC) scale to measure students’ predisposition towards approaching or avoiding communication. According to the results of regression analysis, reticence can be a significant predictor of students' participation in daily classroom activities. Furthermore, the results indicated that the relationship between willingness to communicate and participation in class activities in both groups of boys and girls was statistically positive and significant. The results of regression analysis also revealed that willingness to communicate can significantly and positively predict students' participation in daily classroom activities.
خلاصه ماشینی:
Reticence and Willingness to Communicate to Predict Daily Class Participation Among Iranian and Iraqi-Kurdistan Kurdish EFL Learners Hameed Hussein Hamasaid 1, Habib Soleimani*,2, Atta Mustafa Hamamurad 1 1 English Department, College of Basic Education, University of Halabja, Kurdistan Region-Iraq 2 Department of English language and Linguistics, University of Kurdistan, Sanandaj, Iran Submission date: 10 November, 2020 Acceptance date: 3 January, 2021 Abstract One of the most important factors influencing the participation of English language learners is the willingness to communicate and trying to reduce reticence.
Therefore, the purpose of this study is to investigate the predictability of daily class participation of students by reticence and willingness to communicate.
3. Exploring the Third Research Question Two separate linear regression analyses were run to probe to what extent WTC and reticence can predict daily class participation among male and female EFL learners.
These findings are consistent with those of other researchers (Asker, 1998; Baktash & Chalak, 2016; Chalak & Baktash, 2015; Chang & Lin, 2019; Cortazzi & Jin, 1996; Eliason & Turalba, 2019; Jackson, 1999, 2001, 2002; Li, 1990; Li, 1998; Sato, 1990; Shao & Gao, 2016; Soo & Goh, 2017; Tsui, 1996; Van Tuyen, 2017; Xia, 2009; Zou, 2004), who found significant negative relationships between the reticence and daily class participation.
, 2018; Peng, 2012; Ro & Burch, 2020; Shao & Gao, 2016; Tousi & Khalaji, 2014; Zare-ee & Shirvanizadeh, 2014) who found significant positive relationships between the willingness to communicate and daily class participation.