Willingness to Communicate from Indonesian Learnersâ€™ Perspective
A DYNAMIC COMPLEX SYSTEMS PERSPECTIVE
AbstractThe present study is aimed at investigating dynamic complex systems and sub-systems underlying studentsâ€™ willingness to communicate (WTC) in the classroom context. The fact that studentsâ€™ reticence still arises during the classroom discussion until to date. It is insufficient to see studentsâ€™ willingness to communicate from a single perspective. Seen from dynamic complex theory, the present study postulates the systems and sub-systems underlying studentsâ€™ willingness to communicate in L2 that are dynamic and interconnected one to another. I conducted a naturalistic inquiry by investigating eight Indonesian university students (4 low English proficiency students and 4 high English proficiency students). A number of research instruments (face to face interview, online interview, and studentsâ€™ log) were used to collect the data with regard to the studentsâ€™ participation in the classroom. The finding reveals that classroom systems such as social and classroom context, linguistic competence, individual differences, and cultural context affect participantsâ€™ WTC in L2. Those systems encompass some sub-systems interacting and interconnecting one to another that affect classroom communication in second language.
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