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How Can We Promote Students’ Intention to Study Abroad? Comparison of Willingness to Communicate in an L2 and Self-Efficacy toward Learning English
https://doi.org/10.34388/1157.00002282
https://doi.org/10.34388/1157.00002282b01b51bb-8a5d-4e5d-8604-68e45217afc8
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
CLEIP8-3 (498.7 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2022-04-05 | |||||
| タイトル | ||||||
| タイトル | How Can We Promote Students’ Intention to Study Abroad? Comparison of Willingness to Communicate in an L2 and Self-Efficacy toward Learning English | |||||
| タイトル | ||||||
| タイトル | How Can We Promote Students’ Intention to Study Abroad? Comparison of Willingness to Communicate in an L2 and Self-Efficacy toward Learning English | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Willingness to Communicate | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | study abroad | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | communication confidence | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | self-efficacy | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | intention | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.34388/1157.00002282 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
中山, 誠一
× 中山, 誠一× 安山, 秀盛 |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 4982 | |||||
| 姓名 | Nakayama, Tomokazu | |||||
| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 4983 | |||||
| 姓名 | Yasuyama, Hidemori | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Because of the needs of our global society, one of the most critical tasks for educators in tertiary education in Japan is the promotion of student participation in study abroad programs. This study attempts to investigate how communication confidence, willingness to communicate (WTC) in L1 and L2, and self-efficacy toward English learning as perceived behavioral control contribute to the intention to participate in study abroad programs, using the Theory of Planned Behavior (Ajzen, 1980, 1991; Fishbein & Ajzen, 1975, 1981) and the WTC model developed by Yashima (2002). One hundred forty-seven university students were included in this study. According to a structural equation modeling (SEM) analysis, the assumed model showed goodness of fit (the chi-square goodness of fit index was not significant [χ2(18)=21.72, n.s.]), goodness of fit index =.96, adjusted goodness of fit =.93, and root mean square error of approximation=.04). Further, a detailed analysis of the model revealed the following three significant insights: 1) WTC in an L2 has more influence on intention to participate in a study abroad program (p<.01) than self-efficacy toward learning English (p<.05), 2) confidence in L2 communication has a more significant impact on WTC in an L2 (p<.01) than self-efficacy toward learning English (p<.05); and 3) the path from confidence in L1 communication to confidence in L2 communication was significant (p<.01). The results of the current study suggest that to promote the intention to study abroad among students, communication confidence in both Japanese and English should be improved outside language classrooms. | |||||
| 書誌情報 |
実践女子大学CLEIPジャーナル en : Jissen Women's University CLEIP Journal 巻 8, p. 23-32, 発行日 2022-03-06 |
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| 出版者 | ||||||
| 出版者 | 実践女子大学 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA1271419X | |||||
