Publication: Thai EFL Learners’ WTC in English: Effects of ICT Support, Learning Orientation, and Cultural Perception
Submitted Date
Received Date
Accepted Date
Issued Date
2020
Copyright Date
Announcement No.
Application No.
Patent No.
Valid Date
Resource Type
Edition
Resource Version
Language
en
File Type
No. of Pages/File Size
ISBN
ISSN
2586-8594 (Print), 2630-0079 (Online)
eISSN
Scopus ID
WOS ID
Pubmed ID
arXiv ID
item.page.harrt.identifier.callno
Other identifier(s)
Journal Title
Humanities, Arts and Social Sciences Studies (HASSS)
Volume
20
Issue
2
Edition
Start Page
477
End Page
514
Access Rights
Access Status
Rights
Rights Holder(s)
Physical Location
Bibliographic Citation
Research Projects
Organizational Units
Authors
Journal Issue
Title
Thai EFL Learners’ WTC in English: Effects of ICT Support, Learning Orientation, and Cultural Perception
Alternative Title(s)
Author(s)
Author’s Affiliation
Author's E-mail
Editor(s)
Editor’s Affiliation
Corresponding person(s)
Creator(s)
Compiler
Advisor(s)
Illustrator(s)
Applicant(s)
Inventor(s)
Issuer
Assignee
Other Contributor(s)
Series
Has Part
Abstract
This study examined the influence of ICT support, language learning orientation, and cultural perception on Thai EFL learners’ willingness to communicate (WTC) inside and outside classroom in a path analysis model. Three indexes, root mean square error of approximation (RMSEA), Tucker-Lewis index (TLI), and comparative fit index (CFI) were utilized to assess the model fit. The results showed that high levels of ICT support and cultural perception were predictors of low degrees of willingness to communicate inside and outside classroom among Thai EFL learners, while language learning orientations had a significant effect on Thai EFL learners’ WTC inside and outside classroom. The examined model significantly explained 96% of both the variability in learners’ willingness to communicate inside classroom (R2= .96, SE = .01, p < .001) and outside classroom (R2= .96, SE = .01, p < .001). The findings of this study suggest that Thai EFL learners’ WTC inside and outside classroom are not enhanced by various ICT supports; it is only the type of ICT supports stimulating and facilitating communications that can potentially enhance Thai EFL learners’ WTC. Thai EFL learners also do not perceive that their cultural backgrounds impede their WTC inside and outside classroom; in this instance, attention should be paid to interactions and contextual factors which can address communication anxiety and topic relevancy to students’ interests. Nevertheless, language learning orientations influence Thai EFL learners’ WTC inside and outside classroom which is consistent with the findings of previous studies.