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The role of ideal L2 self in predicting L2 willingness to communicate inside and outside the classroom

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dc.contributor.author Sak, Mehmet
dc.date.accessioned 2021-02-01T13:38:56Z
dc.date.available 2021-02-01T13:38:56Z
dc.date.issued 2020
dc.identifier.issn 2149-1135
dc.identifier.uri https://doi.org/10.32601/ejal.775798
dc.identifier.uri http://hdl.handle.net/20.500.12485/750
dc.description.abstract This study reports on findings of an investigation into the relationship between ideal L2 self as a motivational variable and willingness to communicate in English (L2 WTC) in and outside the classroom. Participants were a total of 90 university students majoring in English as a foreign language (ELF) at a foundation university in Ankara, Turkey. Data were collected using the Ideal L2 Self measure and the Willingness to Communicate questionnaire. Findings showed that 28% of the participants had high L2 WTC outside the classroom whereas 24% had high L2 WTC inside the classroom. The findings also indicated that there was a significant link between the ideal L2 self and L2 WTC both inside and outside the classroom and that the ideal L2 accounted for 13% of the variance in total L2 WTC scores. Based on the findings obtained, the study concludes by outlining pedagogical implications and recommendations in relation to instructional practices in L2 classrooms. en_US
dc.language.iso en en_US
dc.publisher Hacettepe University en_US
dc.subject Willingness to communicate en_US
dc.subject Language learning strategies en_US
dc.subject Foreign language anxiety en_US
dc.subject L2 motivational self system en_US
dc.subject Motivation en_US
dc.subject Willingness to communicate, EFL learners en_US
dc.title The role of ideal L2 self in predicting L2 willingness to communicate inside and outside the classroom en_US
dc.type Article en_US
dc.relation.journal Eurasian Journal of Applied Linguistics en_US
dc.identifier.issue 2 en_US
dc.identifier.startpage 189 en_US
dc.identifier.endpage 203 en_US
dc.identifier.volume 6 en_US


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