Doç. Dr. Jülide İnözü danışmanlığındaki tezler
20 tez · Çukurova University, Çağ University
Exploring the changes in Turkish university students' language learning beliefs as a result of 'Erasmus student mobility for studies programme'
This mixed method study described Turkish EFL university students' beliefs about language learning before and after the Erasmus Student Mobility for Studies (SMS) programme. It focused on the language learning beliefs they held before and after becoming an Erasmus student in a non-English speaking European country for fourteen weeks, and then compared the results to find whether there was a significant change. In order to explore learners' beliefs about language learning, data were collected using a 34-item Likert-Type scale (Horwitz's BALLI - Beliefs about Language Learning Inventory), translated and modified for the Turkish EFL students. The Inventory was distributed to 102 university students before and after the fourteen-week Erasmus SMS programme. Eleven students were interviewed upon returning to their home country in order to gain deeper understanding of the process they went through during the Erasmus SMS programme. The quantitative data were analysed by using a Paired Sample T-Test. Data derived from the interviews was analysed by following coding procedures. The results from the analysis of interview data were displayed in percentages. The quantitative and qualitative results of this study have revealed that students begin the Erasmus SMS programme with already developed beliefs regarding language learning and significant change was observed in some of their beliefs about language learning after completing the Erasmus SMS programme. Beliefs that significantly changed were specifically concerning structural difference between English and Turkish, importance of grammar in language learning, being self-conscious speaking in front of others, fear of making mistakes and opportunities to use English. The findings also have shown that Turkish exchange students' overall beliefs remained almost the same after the Erasmus SMS programme, which suggests that short-time periods spent abroad might not result in significant changes in students' beliefs. Keywords: Constructivism, beliefs about language learning, lifelong learning programme, erasmus student mobility for studies, study abroad.
Yazar duruşuna odaklanmış bir öğretimin İngiliz dili eğitimi yüksek lisans öğrencilerinin akademik yazıları üzerindeki etkileri
Corpus linguistics has become very common among the SLA researchers and has influenced ESL/EFL education over the past few decades. Computer learner corpora, a sub-division of corpus linguistics, have been used quite often in ESL/EFL studies. In the first part of the study, usage of stance verbs in a corpus of 48 doctoral dissertations written by Turkish-speaking Academic Authors of English (TAEs) which was collected by Ağçam (2014), named TACE (Ağçam, 2014) (Turkish Academic Corpus of English), were investigated and the findings were compared against The British Academic Written English (BAWE) corpus. WordSmith Tools software was used to count the frequencies of the stance verbs. The second part of the study incorporated educational practices. In the second part of the study there were 5 authorial stance awareness raising activity sessions to investigate that whether explicit training of stance verbs in class raises the "stance awareness of the trainees" or not. Findings in the study show that Turkish academic writers used more stance verbs than British academic writers, but English academic writers used more stance verb types. The findings of this study also show that generally verbs that were not used by the British writers were not used by the Turkish writers either. After the stance awareness activities students were able to identify the stance verbs in the paper they chose. Furthermore, students not only classified the verbs as they were taught in the first stance awareness raising activity session, but also gained a grasp of authorial stance verbs and they were aware of the potency of the usage of those verbs. Key Words: BAWE, academic writing, corpus, linguistics, authorial stance
A case study on the effects of teacher-structured out-of-class ict activities on listening skills, motivation and self-efficacy
The current study was designed inorder to investigate the effects of out-of-class ICT activities, which are implemented in a blended manner with the regular listening and speaking course, on students' listening proficiency, intrinsic motivation and self-efficacy perceptions related to listening. bot quantitative and qualitative research methods were utilized to have more reliable results. The participants were 26 preparation class students at English Language Teaching Department, Çukurova University. The participants engaged in extensive out-of-class activities arranged and assigned by the instructor through a class blog and English podcasts for seven months. at the beginning of the study, the participants filled out an out-of-class activities questionnaire to have a general opinion about what kind of out-of-class activities they are involved in, and throughout the study, they assessed the activities and their performances through Intrinsic Motivation Inventory. At the end of the study, the participants also evaluated their self-efficacy in listening and speaking skills retrospectively and currently by filling out a self-efficacy scale, and they were interviewed about the advantages and disadvantages of the implementation to gain a deeper insignt about the effects of the study. Throughout the study, two learning logs investigation the participants' opinions about their own learning processes were administered as well. In order to investigate if there was any improvement in their listening skill proficiency, three achievement tests were utilized. The quantitative data collected through the out-of-class activities questionnaire and the self-efficacy scale were analyzed descriptively first. In order to investigate if there was any change in students' self-efficacy perceptions and in their motivation levels, the Wilcoxon Signed Rank Test was utilized to compare the results. In order to evaluate the achievement test results Repeated Measures ANOVA was utilized. The learning logs and the interviews were analyzed qualitatively. Detailed analyses of quantitative and qualitative data revealed that teacher-structured out-of-class ICT activities, mainly podcasts in this study, used in a blended design with the regular course have positive effects on students' listening proficiency, intrinsic motivation and self-efficacy perceptions. Keywords: Out-of-class activities, podcast, listening skills, intrinsic motivation, selfefficacy perception
Using semantic mapping strategy for teaching content words practice in EFL context
The current study consists of two phases as experimental and descriptive.The primary aim hereby is to raise awareness towards lexical semantic relations (LSRs) through semantic mapping as a vocabulary learning strategy. EFL learners' individual and social experiences are intended to provide the necessary knowledge to fill the slots in their lexical schemata. The experimental phase mainly concerned with the extent of the mapping of LSRsin terms of its contribution to the vocabulary learning in an academic EFL context.20 EFL students participated in the treatment procedure.They were asked to follow an individual path first, and a collaborative one in the classroom next. During the individual study, each student composed a personal learner's dictionary based on their real world knowledge. The collaborative part was in terms of compiling such individual data and accumulating them on a web database. Still, no single strategy is enough to meet the whole needs in a language classroom. Therefore, investigating the influence of the other supplementary strategies over semantic mapping was another purpose of the study.A further point that the study also seekedwas on any change in the size of the vocabulary known as well as the vocabulary learned after the practice. The statistical results indicated a significant difference between the pre-test and post-test scores of the treatment group for both the vocabulary learned and known. Besides, there seemed to be no remarkable difference between the impacts of the other supplementary strategies on the process.The participants of the treatment were asked to provide feedback in the descriptive phase. They were directed four survey items online after the end of the semester. The data obtained from the responses were analysed using NVivo10, software to interpret qualitative data. A correspondence between the findings of both phases was evident towards the use of mapping of LSRs as a vocabulary learning strategy. Keywords: Semantic mapping, schemata, lexical semantic relations, vocabulary learning strategies, vocabulary size.
Causal attributions and self-efficacy beliefs of efl learners at Mersin University English Preparatory School
The aim of this study was to investigate the learners' causal attributions for success and failure, the different attributional patterns between success-oriented and failure-oriented learners, the participants' self-efficacy beliefs about learning English and the relationship between causal attributions and self-efficacy beliefs. The participants of the study were 150 students studying English at preparatory class at Mersin University. Three questionnaires were admisinistered to the participants; LAAS (Language Achievement Attribution Scale), CDSII (Causal Dimension Scale II), and Questionnaire of Self-efficacy. Causal attributions for success and failure were ability, effort, task difficulty, mood, luck and the teacher in LAAS. The attributions were analyzed in terms of the dimensions of locus of causality (internal-external), stabilty (stable-unstable), personal control dimension and external control dimension. Self-efficacy questionnaire had 32 items asking the participants how well they think they can carry out the given tasks in English. It was explored in the study that 75,3% of the participants percieved themselves as unsuccessful (failure-oriented). The results of the study indicated that the participants in general tend to attribute their achievement to external reasons like task difficulty. The difference between success-oriented and failure-oriented participants showed that success-oriented learners were more likely to make ability attribution while failure-oriented learners made task difficulty attribution. The dimensions of the causal attributions were analysed and according to the results success-oriented learners' attributions were more internal, stable, and personally controllable in comparison to the failure-oriented group. Another result of the study concerned self-efficacy beliefs. The results of the study showed that participants in general had a high self-efficacy forlearning language and their self-efficacy beliefs receptive and productive skills were nearly the same. The last purpose of the study was to uncover the relationship between attributions and self-efficacy beliefs. According to the results, the participants with higher self-efficacy beliefs attributed their success to more internal and personally controllable causes. Keywords: Causal attributions, dimensions of causal attributions, self-efficacy beliefs, success-oriented learners, failure-oriented learners.
Exploring the relationship between students' beliefs about language learning and language learning strategies in a high school context in Turkey
This quantitative study explored the students' beliefs about language learning and strategies while learning the foreign language in a high school context in Turkey. Also, it identified the relationship between students' beliefs about language learning and their strategy use. Participants of this study were high school students at Hayret Efendi Anatolian High School in Yüreğir, Adana. Participants were asked to answer Horwitz's (1988) the Beliefs about Language Learning Inventory (BALLI) so as to specify their beliefs regarding language learning. Secondly, Oxford (1990)'s Strategy Inventory for Language Learning (SILL) was utilized to measure frequency of participants' usage of language learning strategies. Descriptive analyses and Pearson r correlation were utilized to analyze the data. According to results of this current study, the most frequently preferred strategies among participants were memory and compensatory strategies. However, the least preferred strategies were cognitive strategies. Additionally, participants had a high opinion of repetition and practice in learning English and they perceived English as significant for better career opportunities. Finally, result of the Pearson r correlation revealed that all language learning strategies were significantly and positively correlated with five different areas of learners' beliefs about language learning. Keywords: Beliefs about language learning, language learning strategies, relationship.
Developing and implementing an intercultural communicative competence framework through blended learning in foreign language education context
In foreign language learning, new approaches to culture do not define it with the native speaker norms anymore, but with the standards of the intercultural speaker. The intercultural speaker is defined as the person who can communicate effectively and appropriately with other people that are culturally or linguistically different from himself (Byram, 1997; Fantini, 2006). Competence in a foreign language represents only one side of the effective and appropriate communication. On the other hand, there is knowledge (of the world; of general communication process; of other cultures), skills (of discovery and interaction; of interpretation and relation), attitudes (of openness; curiosity; empathy) and awareness (critical cultural awareness; critical self-awareness and reflections) in addition to the language competence. An appropriate composition and co-orientation of those components create the phenomenon defined as intercultural communicative competence (ICC). Various studies and models define and conceptualize ICC. Some of those models define the components, while others show how ICC is co-oriented by the combination of varied dimensions. Another group of models depicts how it is developed. A common ground for those models is the inevitability of the face-to-face real time interaction and adaptability and integration of culturally accepted behaviors as judged by the members of the community with whom one is interacting. Another common ground is the acceptance of certain attitudinal behaviors such as tolerance, acceptance of differences, individuality, and openness to other cultures as requisites for ICC. These reasons seem to be sensible at first sight. However, they have limitations based on their sociopolitical and sociocultural presuppositions for ICC. This study aims to overcome those limitations. First, the study assumes that not all intercultural interaction would necessarily take place in face-to-face environments, and some students that are defined as geographically dispersed and culturally diverse (GDCDSs) might not have those opportunities to experience face-to-face real time interactions. What is more, the locations of learnings that are defined as a classroom, fieldwork (requires student mobility), and independent learning in some models might not be available for those GDCDSs. Secondly, those students because of their local cultural perspectives might not have some requisite attitudes ready in their cultural repertoire. Thirdly, for those students, definition, and conceptualization of ICC and its attainment criteria might be different from previous models in relations to the first two assumptions. Based on these assumptions this study aims at building a new ICC framework from an intercultural perspective through a Delphi study by re-defining and re-conceptualizing ICC for GDCDSs. It also aims at defining attainment criteria of ICC by providing a reliable self-assessment inventory for teachers and students who wish to track ICC progress. At a later stage, by adapting activities suggested in previous studies of telecollaboration and ICC to the framework developed, the study offers a blended learning program in Moodle platform in which GDCDSs collaborate for language learning and intercultural awareness. The study uses The Delphi Technique, factor analysis, and pre-experimental design to collect data, and both qualitative and quantitative methods are used for the analysis. The study offers frameworks for definition, conceptualization and development of ICC for GDCDSs. Keywords: Intercultural communicative competence, geographically dispersed and culturally diverse students, framework, blended learning
An investigation of the relationship between epistemological and language learning beliefs
What teachers and learners bring into the classroom in their minds has been central to the research about how learning occurs since around 1970s. Among other beliefs, the beliefs about knowledge and knowing, namely epistemological beliefs, have drawn great attention. As well as the research focusing on personal epistemology itself, its relation to other constructs such as learning strategies has been extensively investigated. However, its relation to language learning beliefs has remained relatively unexamined and very few studies have focused on such relationship (e.g. Mori, 1999). The current study attempted to reveal individual beliefs first and examine the relationship between the two types of beliefs. One hundred fifty-five students of both genders from Fırat University participated in the study. The study involved the use of both quantitative and qualitative methods of data collection. A questionnaire made up of two parts and an interview were conducted to collect data about the students' epistemological and language learning beliefs. The results of the statistical and content analysis showed that the students possessed both naïve and sophisticated epistemological beliefs. The participants also held insightful and detrimental language learning beliefs. The investigation of the relationship between the two types of beliefs proved that epistemological and language learning beliefs were mostly uncorrelated implying the domain generality of epistemological beliefs and the domain specificity of language learning beliefs. Keywords: Epistemological beliefs, language learning beliefs, personal epistemology, knowledge, knowing
A case study of perceptions and attitudes of 7th grade English language learners toward classroom practices for the development of student autonomy
Autonomy is a crucial issue in language teaching because the world of education needs the language learners who can learn how to learn a language independently for a life-long process. At the same time, the concept of autonomy is popular since it removes the restriction of place and time for language learning. However, developing autonomy of language learners may take a long time. So, before developing autonomy in language classes, it is needed to learn about the autonomy perceptions and attitudes of our language learners. The purpose of this specific twelve-week case study was to find out autonomy perceptions and attitudes towards activities fostering autonomy of 7th grade EFL students studying at Hacı Halil Arpaç Secondary School in Mersin, Turkey. Another purpose of this case study was to find out the changes of language learners' autonomy perceptions and attitudes after the study. In the study, qualitative research method was used. As a source of data, Semi-structured Interviews, Activity Perception Questionnaire and Classroom Observation Checklists were administered. The results were discussed by content analysis.
A case study on the effect of extensive reading on the attitudes of primary language students towards reading in English
Reading is one of the corner stones of learning a foreign language. It has also been crucial point to be successful academically. Generally, especially in our country, students are lack of reading habit and they have difficulty in reading English books. So, this failure causes a negative attitude towards learning a foreign language. On this point, extensive reading has been an effective technique in creating a positive attitude towards reading in English. In this study, students are given different types of story books to read out of class during eight week and several post- reading activities were done in the class by the help of teacher's instructions. In this way, they are expected to improve a positive attitude towards reading in English. That's why, this study aims at changing this negative prejudgement into a positive attitude with different types of measurements. Attitude questionnaire, Intrinsic Motivation Inventory (IMI), and informal interviews were used to collect the data. The data were analysed by the medidatiton of descriptive statistics and cotent analysis.
Developing intercultural competence of foreign language learners by using awareness raising classroom activities
Intercultural competence has gained more and more importance as a result of globalisation and other factors which lead the way to intercultural encounters with people from different cultural backgrounds. Accordingly, the need for interculturally competent individuals, to overcome prejudices and abstract barriers in the minds of people, are needed in the modern society. In developing IC of individuals, formal education can be a solution. And, it can be said that foreign language classrooms are very suitable for this purpose because foreign language teaching cannot be separated from culture teaching. The aim of this study was to find out how participating learners perceive intercultural competence, and what their views about the importance of intercultural competence are. What was also aimed in the study was to investigate if intercultural competence can be developed by using awareness raising activities which require multiple perspectives and critical thinking in the foreign language classroom. The study was conducted in Mustafa Kemal University School of Civil Aviation and Transportation Management with 28 participants. And, mixed methods research design was used. Data collections instruments were a survey questionnaire, a checklist and field notes and observations.
A case study on the implementation of content and language integrated learning in teaching vocabulary to young learners
Interest in teaching English to young learners has been persistently growing for some years. This is a promptly growing demand for it to be taught at even younger ages by parents who want to prepare their children with the best educational advantages. This arising interest in teaching young learners offers the schools, language courses and teachers' to find out new and special skills or approaches that has never been used before. As Content and Language Integrated Learning (hereafter referred to as CLIL) has been carried out in schools in European countries more than 15 years in order to promote learning a foreign language from the early ages. And it's already been identified as an effective teaching approach in the area of foreign language teaching. CLIL has been seen as a means of improving knowledge of vocabulary and competence in foreign language learning and teaching, and of renewing interest and motivation among school children (Coyle, Holmes and King, 2009). In Turkey's context, teaching a foreign language to young learners with the help of effective pedagogical methods is still among the difficult and stimulating tasks to be met. The aim of this case study is to explore the implementation of CLIL on vocabulary learning process of young language learners who were attending the 5th grade at Private Burç Vural Primary School in Adana. In this study Vocabulary Knowledge Scale, Classroom Observation Checklist and informal interviews were used as data collection tools. The results were discussed by content analysis and One Way Repeated Measures of ANOVA. The Findings present the contribution of the research study.
Acquiring intercultural competence from coursebooks: an analysis of learning tasks in the coursebook "The Big Picture"
In Turkey, there are lots of sources available in teaching foreign languages. Foremost among them, course books come first. Course books are in the key position to teach and learn English and so one of the factors that should take part in course books is intercultural competence. This study was done to decide whether the course book of Karabuk University School of Foreign Languages "The Big Picture " is giving a place to intercultural elements in their learning tasks or not.
An analysis of the factors relating foreign language anxiety of university students studying at the preparatory school of Beykent University
English language has been considered as a lingua franca which is essential not only for communication but also it has a crucial role in the enormous scientific, cultural, economic and political developments. The Turkish people are aware of the importance of learning English. Thereby, they spend long times to study and learn English, but they can't reach the level that is expected from them. That situation is based on a number of factors making their work harder. The purpose of the present study is to investigatethat the anxiety the preparatory school students experience in the foreign language learning process and its relationship with seven different variables. 150 preparatory school students participated the study. The research findings were obtained through the seven different questionnaires which were adopted from the different studies and whose reliability was provided. In accordance with the aim of the dissertation, One Way ANOVA and correlation were employed to analyze the gathered data. The data was analyzed by using Statistical Package for Social Sciences software (SPSS), version 21.0. The data gathered revealed that the students experience foreign language anxiety and there is a negative correlation foreign language anxiety and the seven variables. In other words, foreign language anxiety doesn't have any positive effect on the variables. Contrarily, it revealed that it causes loss of motivation in the students. It shows that more importance should be given foreign language anxiety in language learning clasrooms. In the light of the study, it is stated that creating a more stress-free classroom atmosphere may be helpful to diminish students' foreign language anxiety. It may be suggested that having such a friendly classroom atmosphere plays important role to increase students' learning. Key Words: Anxiety, Foreign Language Anxiety
Turkish EFL students' and teachers' perspectives on the use of L1 in English classrooms
The current study aims to investigate the perspectives of Turkish EFL students' and teachers' on the use of L1 in English classrooms. It looks into their reasons and ideas related to the use of the first language. The research for this study was carried out with 240 students who were the seventh and eighth graders of Tarsus Sadık Eliyeşil Secondary School and 5 English teachers in the same school. A survey and interviews were used for gathering the data of this study. The survey was conducted only for students but both students and teachers took part for the interviews. The results of this study showed that, the students and teachers have different reasons and ideas about their first language use in their English classes. Key Words: First Language, Perspectives, Reasons, Attitudes.
Exploring the role of digital storytelling in vocabulary learning and retention: A case study at Harran University
Storytelling is the oldest way of teaching, but it is still one of the powerful ways to introduce a foreign language because everyone loves listening to stories. However, stories have been converted into digital stories with the developments in technology. Therefore, teachers are forced to integrate multimedia materials into their language classrooms to create more enjoyable and technology-mediated learning environments for their learners who are expert on technological devices. Research studies investigating digital storytelling and its role in second language learning are relatively new, so there are few number of studies conducted on vocabulary learning through digital storytelling in Turkey context. This study aims to discover the role of using digital storytelling in vocabulary learning and retention. It also aims to investigate students' opinions about learning vocabulary through digital storytelling. The study was implemented in a state university in Sanlıurfa with 23 undergraduate students. The results revealed that digital storytelling could be a valuable and effective approach in vocabulary teaching. If it can be applied within different contexts, the quality of teaching vocabulary can be improved in an enjoyable and technological way which is more appropriate for today's learning environment.
Investigating pragmatic information in an efl coursebook: A case of "yes you can"
This quantitative study aimed to focus on the communicative functions of the speech acts, accordingly on the functional competence as the component of pragmatic competence via investigating speech acts and language functions contained in the coursebooks, Yes You Can A1.1 and Yes You Can A2.1, which are written for use at high schools in Turkey. To this end, the conversations and dialogues in the coursebooks were examined in terms of types of speech acts/language functions and their distribution over the coursebooks. Searle's (1979) classification of speech acts was applied so as to determine the types of speech acts and van Ek Threshold's (1990) micro-functions' list was applied to investigate the language functions of the conversations and dialogues. The data were collected via data sheets. According to the results, the most frequently used speech acts were those of assertive whereas there were no types of declarations. In addition, the results of frequency and percentages revealed that there were various and unequal distribution of speech act types and language functions. To be regarded as efficient in improving pragmatic competence, the conversations and dialogues in the coursebooks must provide all types of speech acts and language functions that are used during communication. Finally, some implications were suggested for coursebooks' writers in considering all types of speech acts/language functions and providing more pragmatic awareness coursebooks convenient for language learning.
The reasons for undesirable behaviors among English language learners
This study firstly aims to find out undesirable behaviors encountered at tertiary level language classrooms in general. The second aim is to designate the ones stemming from language learning process. The other important purpose is to investigate the reasons of the identified behaviors from the perspective of both English language teachers and language learners. The present study was conducted in the preparatory school at Çağ University in 2016-2017 academic years. The participants were 40 EFL instructors and 42 preparatory learners. The findings were collected through the checklist and interviews. The relevance of the undesirable behaviors with ELT was measured through the checklist. Interviews held by EFL instructors and language learners provided to designate the undesirable behaviors particularly related to language learning process and their reasons. The data was analyzed qualitatively and quantitatively. The study results reveal that there are significant differences in the perspective of EFL instructors and language learners towards undesirable behaviors especially observed at tertiary level language classrooms. It is also found out that the instructors and the learners evaluate their reasons in different perspectives.
The relationship between university students' epistemological and foreign language learning beliefs
In this study, the relationship between epistemological and foreign language learning beliefs of university students in a Turkish university context was investigated. The study also analysed the students' beliefs regarding gender and field of study variables. In this regard, 157 males and 145 female freshmen studying at Şırnak University participated in the study. To collect data, the EBQ and the BALLI questionnaires and interviews were used. Descriptive statistics, frequencies, means, independent sample t-test to reveal the differences between the variables, and Pearson correlations were used to analyse the relationship between the participants' epistemological and FLL beliefs, while coding and content-analysis techniques utilized to analyse qualitative data. The results revealed that university students had sophisticated epistemological beliefs in terms of learning depends on effort and ability dimensions of the EBQ, while they were uncertain about one single truth dimension. The study also revealed that the participants held various beliefs related to foreign language learning. There was a significant and slight relationship between students' epistemological and FLL beliefs. The students' epistemological beliefs differed slightly regarding learning depends on ability dimension of the EBQ in favour of females, but they did not differ in terms of their FLL beliefs. The students of social science had more sophisticated beliefs in terms of learning depends on effort and ability dimensions than the students of hard science, but they had similar beliefs concerning one single truth dimension of the EBQ. Their beliefs only differed in terms of the nature of language learning dimension of the BALLI.
Exploring the relationship between high school students' willingness to communicate and their self-efficacy perceptions in Turkish efl context
This research aimed to investigate high school students' willingness to communicate (WTC), their perceived self-efficacy in English and the relationship between these constructs.Theresearcher also aimed to explorethe underlying reasons for the participants' perceptions of themselves as being willing and/or unwilling to communicate and the reasons for the participants' perceptions of themselves as being efficient and/or inefficient in English. The participants (N=569) were 297 males and 272 females. For data collection, Self-Efficacy Scale for English, Willingness to Communicate Scale and interviews were employed. Descriptive statistics, frequencies and means were utilized to indicate participants' levels of WTC and Self-Efficacy. For investigating the relationship between the participants' WTC and Self-Efficacy levels, Pearsonr correlations were employed.Content-analysis techniques were utilized to analyze qualitative data.The results revealed the participants were somewhat willing to communicate (m=49,79). Also, participants had low self-efficacy perceptions of themselves regarding English (m=2,50).Asignificant and moderate correlation was found between participants' WTCand their self-efficacy in English (r=,426; p<,01). Regarding qualitative findings, the participants identified various reasons to account for their willingness or unwillingness to communicate in English.Among these, positive attitude towards English and interest in different cultures were the most commonly stated motives for being eager to talk in English. On the hand, affective concerns of the participants, such as fear of making mistakes or feeling anxious were mentioned as the reasons of unwillingness. As for their perception of inefficacy in English, the participants mostly highlighted the lack of vocabulary and grammar.