Document Type : Research Paper
Authors
University of Qom
Abstract
Although there are growing attempts to equip learners with strategies in the ESL/EFL classroom, there has not been much effort to implement strategies to assist learners in the learning of speech acts (e.g., Cohen & Ishihara, 2005). Moreover, in the realm of second language acquisition, the exploration of individual differences has garnered significant attention from researchers and practitioners alike. Considering these two important facts, this study delved into the intricate relationship between willingness to communicate (WTC), learner subjectivity, and the utilization of speech act strategies among 200 Iranian EFL learners. Drawing upon WTC questionnaire developed by MacIntyre et al. (2001), learner subjectivity scale by LoCastro (2001), and speech act strategy inventory by Cohen and Ishihara (2005) this research aimed to unravel the interplay between these variables. The findings obtained through Spearman's rho correlation illuminated the positive interplay between WTC and learners' speech act strategy use, as well as the positive interaction between learner subjectivity and EFL learners' speech act strategy use. These results underscore the significance of personal attributes, such as WTC and learner subjectivity, in influencing learners' strategic competence in utilizing speech acts. Furthermore, this study contributes valuable insights for learners seeking to enhance their autonomy and self-directed learning, while also fostering a deeper awareness of individual differences and speech act strategies among EFL learners to facilitate their success and self-confidence.
Keywords
- willingness to communicate
- learner subjectivity
- speech act strategy use
- individual learner differences
- EFL learners
Main Subjects
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