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Willingness to Communicate (WTC) has been put forth as a model (MacIntyre et al., 1998) of situations and attitudes that facilitate L2 learners’ openness to opportunities for L2 use and concomitant behaviors. In the current study, this model’s criterion-related validity was examined through a comparison of WTC survey results with results of a subsequently administered survey regarding the online chat experiences of Japanese and Taiwanese learners of English. The participants (N = 190) were Japanese and Taiwanese EFL students who took part in an online chat program, in class and/or as homework. Results showed a consistent association between WTC components and participants’ perception that the chats had been useful in promoting English proficiency as well as knowledge and interest in their chat partner’s culture. The study suggests that WTC may serve as a valuable construct for predicting learners’ perceptions of telecollaboration as a language-learning platform.Willingness to Communicate以下WTCと略すは、第二言語学習者の第二言語の使用やそれに付随した行動の機会に対する開放性を促す状況および態度のモデルとして提唱されてきたMacIntyre et al., 1998。本研究では、日本人・台湾人英語学習者のWTCの調査結果とオンライン・チャット体験に関する事後調査結果の比較を通して、当該モデルの基準関連妥当性を調査した。被験者N = 190は外国語として英語を学ぶ日本人・台湾人学生のうち、授業中または宿題としてオンライン・チャット・プログラムに参加した者である。その結果、英語の習熟ならびにチャット相手の文化に関する知識・興味の深化にチャットが有効だったという参加者の認識とWTCの構成要素との間に一貫した関連を認めた。本研究は言語学習のプラットフォームとしてのテレコラボレーションに対する学習者の認識を推測するのにWTCが価値ある構成概念として利用できる可能性を示唆した。

Is Willingness to Communicate Associated With More Positive Online Chat Experiences?