An Exploration of Factors Contributing to Students’ Unwillingness to Communicate in a Foreign Language across Indonesian Secondary Schools
An Exploration of Factors Contributing to Students’ Unwillingness to Communicate in a Foreign Language across Indonesian Secondary Schools
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印尼中学学生不愿意用外语交流的因素探讨
DOI：
10.12973/iji.2018.11451a
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发表时间：
2018
影响因子：
1.8
通讯作者：
Herri Mulyono
中科院分区：
文献类型：
--
作者：
S. Ningsih;Stephanie Narahara;Herri Mulyono
这项定量调查试图探索导致英语作为外语（EFL）学生不愿意在印度尼西亚中学进行交流的因素。为此，通过学校的Facebook页面和Twitter向学生分发了在线问卷。共有158名学生自愿参加，其中122名女性，36名男性。定性资料以因素分析、变异数分析、相关分析及回归分析进行统计分析。研究结果表明，不愿沟通量表（UCS）与它的两个因素之间存在显著相关，即UCS 1和UCS 2之间存在显著相关（r-UCS 1 = .867，p < .01，r-UCS 2 = .772，p < .01）。这些结果表明，学生的不愿意沟通的影响很大，无论是学生决定远离对话或在多大程度上，学生重视沟通本身，反之亦然。此外，对两个变量，学生的交流风险和交流参与度的回归分析显示，没有一个变量被认为是学生不愿意交流的预测因子[语言类风险（LCR），β = -.198，t =-2.64，p = .009;和语言类别社交性（LCS），β = -.352，t =-4.69，p = .000]。
This quantitative survey attempts to explore factors that contribute to English as a foreign language (EFL) students’ unwillingness to communicate across Indonesian secondary schools. To this end, an online questionnaire was distributed to the students via school Facebook pages and Twitter. A total of 158 students volunteered to participate, of which 122 were female, and 36 were male. The qualitative data were analyzed statistically using factor analysis, ANOVA, correlation, and regression. The study findings showed that there was significant correlation between the unwillingness to communicate scale (UCS) and its two factors, i.e. UCS1 and UCS2 were significant (r-UCS1 = .867, p < .01, r-UCS2 = .772, p < .01). These results indicate that students’ unwillingness to communicate was highly influenced by whether or not students decided to stay away from the conversation or on the extent to which students valued the communication itself and vice versa. In addition, the regression analysis of the two variables, students’ risk-taking to communicate and engagement in communication, revealed that none of the variables were perceived as predictors of the students’ unwillingness to communicate [language class risk (LCR), β = -.198, t = -2.64, p = .009; and language class sociability (LCS), β = -.352, t = -4.69, p = .000].