Los efectos de la ansiedad de pronunciación y la motivación en la voluntad de comunicarse de los estudiantes de inglés
DOI:
https://doi.org/10.26817/16925777.1369Palabras clave:
Estudiantes de EFL, ansiedad de pronunciación, motivación de pronunciación, voluntad de comunicarseResumen
El presente estudio cuantitativo pretende investigar el efecto de la ansiedad de pronunciación (PA) y la motivación de pronunciación (PM) de los estudiantes iraníes de EFL en su disposición a comunicarse en L2 (L2 WTC) en las clases de inglés. Además, tuvo como objetivo identificar cuál de estas dos variables independientes (PA o PM) podría predecir mejor su L2 WTC. Con estos objetivos, se reclutó una muestra de conveniencia de 134 estudiantes de EFL de nivel intermedio alto de dos institutos de idiomas privados en una de las grandes ciudades de Irán. Su nivel de competencia ya había sido determinado por los institutos utilizando pruebas de ubicación escritas y orales. Para recopilar los datos necesarios, se utilizaron tres cuestionarios, a saber, PA y PM de Baran-Lucarz (2017), y los cuestionarios WTC de Simić (2014). Se utilizó estadística descriptiva e inferencial para responder a la pregunta de investigación del estudio. Los hallazgos indicaron que ambas variables bajo estudio, PA y PM, tenían correlaciones significativas con el WTC L2 de los alumnos. Sin embargo, aunque los resultados sugirieron que ambas variables independientes predijeron el WTC L2 de los alumnos, se encontró que PA era un predictor más fuerte. También se ofrecen implicaciones de los hallazgos del estudio y sugerencias para futuras investigaciones.
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