The Association between Second Language Learners’ Willingness to Communicate, Self-monitoring, and Task-based Speech


  • Masoud Saeedi Assistant Professor of English Language Teaching, Department of English Language and Literature, Payame Noor University, Tehran, Iran.



Accuracy, Complexity, Fluency, Self-Repair, Task, Willingness to Communicate


This study sought to investigate the relationship among English as a foreign language (EFL) learners’ ratings of willingness to communicate (WTC) in English and their task-based speech production and self-monitoring behavior. To accomplish this objective, methodological triangulation was adopted using a questionnaire, stimulated recall data, and quantitative measures of complexity, accuracy, and fluency (CAF) to answer two questions: (1) how learners’ ratings of their WTC related to the CAF of their oral output, and (2) how learners’ ratings of their WTC related to the frequency and type of their self-corrections in terms of A-, D-, and E-repairs. Fifty Iranian intermediate EFL learners participated in the study. WTC scale was used to measure the participants’ perception of their desire to initiate communication in English. In addition, to collect samples of their L2 speech, they were asked to perform a narrative task. Following their task performance, participants were asked to retrospectively comment on the type of error correction they engaged in while performing the task. The results showed the positive correlation coefficients among learners’ perceptions of their WTC and measures of fluency, A- and D-repairs to be statistically significant. The WTC also negatively correlated with accuracy and E-repairs. In the end, the theoretical as well as practical implications of the results for instructed L2 acquisition were discussed.

Author Biography

Masoud Saeedi, Assistant Professor of English Language Teaching, Department of English Language and Literature, Payame Noor University, Tehran, Iran.

این مطالعه به بررسی رابطۀ بین میزان تمایل زبان‌آموزان ایرانی، گفتار تکلیف محور آنها و نحوه اصلاح خطاها توسط ایشان می‌پردازد. بدین منظور، از یک پرسشنامه، مصاحبه شفاهی و معیارهای کمی پیچیدگی، دقت و روانی برای پاسخ به دو سوال استفاده شد: الف) چه ارتباطی بین میزان تمایل زبان‌آموزان به برقراری ارتباط و تعداد و نوع اصلاح خطا توسط آنها وجود دارد؟ ب) چه ارتباطی بین میزان تمایل زبان‌آموزان به برقراری ارتباط و کیفیت کلام آنها به لحاظ پیچیدگی، دقت و روانی وجود دارد؟ پنجاه نفر از زبان‌آموزان سطح متوسط زبان انگلیسی در این مطالعه شرکت کردند به منظور تعیین میزان تمایل شرکت‌کنندگان به برقراری ارتباط به زبان انگلیسی از پرسشنامه مربوطه استفاده شد. علاوه بر این، برای جمع‌آوری نمونه‌هایی از کلام شرکت‌کنندگان، از آنها خواسته شد تا تکلیفی شامل روایت یک داستان تصویری را انجام دهند. بلافاصله پس از انجام تکلیف، شرکت‌کنندگان مورد مصاحبه قرار گرفته و از آنها خواسته شد در مورد نوع خطایی که هنگام انجام تکلیف متوجه شده و اصلاح نموده بودند صحبت کنند. نتایج نشان داد که رابطه مثبتی بین میزان تمایل به برقراری ارتباط و روانی و پیچیدگی و همچنین اصلاح خطاهای مرتبط با محتوای کلام وجود دارد. نتایج همچنین بیانگر وجود رابطه منفی بین میزان تمایل به برقراری ارتباط و دقت و اصلاح خطاهای مرتبط با ساختار کلام بودند. در پایان، پیامدهای نظری و عملی نتایج حاصل برای امر آموزش زبان دوم مورد بحث قرار گرفت. 


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How to Cite

Saeedi, M. (2021). The Association between Second Language Learners’ Willingness to Communicate, Self-monitoring, and Task-based Speech. LANGUAGE ART, 6(3), 69–82.