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Regression analysis identifies age and gender as significant predictors of WTC.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/age-gender-and-anxiety-as-antecedents-of-willingness-to-communicate-turkish-efl-context/589133/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/age-gender-and-anxiety-as-antecedents-of-willingness-to-communicate-turkish-efl-context/589133.png","ImageObject",300,407,{"name":42,"@type":43},"Nguyễn Văn Học","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the study?","Question",{"text":63,"@type":64},"The study aims to examine secondary school EFL learners’ FLCA and L2 WTC levels and analyze how age and gender differences relate to and predict these variables during the learning process.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How many participants were included and what context was studied?",{"text":68,"@type":64},"The study involved 131 Turkish secondary school students learning English as a foreign language (EFL) in a Turkish context.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the results suggest about age, gender, and willingness to communicate?",{"text":72,"@type":64},"Moderate levels of FLCA and WTC were observed. Both age and gender showed significant differences in FLCA and WTC scores, and regression results indicate age and gender are significant predictors of WTC.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589133,1792162241,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","Age, Gender, and Anxiety as Antecedents of Willingness to Communicate:  \nTurkish EFL Context  \nRamazan Yetkin1  \nHacettepe University, Turkey  \nZekiye Özer2  \nNiğde Ömer Halisdemir University, Turkey  \nDOI: 10.35974/acuity.v7i2.2800  \nAbstract  \nIndividual differences in language learning have been under close scrutiny for several decades. However, there seems to be research ground to be filled in with new research to understand how and to what extent these differences relate to/effect language learning process. Both foreign language classroom anxiety (FLCA) and second language willingness to communicate (L2 WTC) have been key individual differences research paradigm in educational psychology and applied linguistics. To this end, the current study aims to disclose secondary school EFL learners’ FLCA/ L2 WTC levels and their relations and predictions by comparing and relating participants’ age and gender differences. The participants were 131 secondary school students in English as a foreign language (EFL) context. Statistical results pointed out moderate levels of FLCA and WTC among participants. When age and gender difference were compared, it was observed that both of the variables made significant difference on participants FLCA and WTC scores with females surpassing males in their mean values. Also, regression analysis indicated age and gender as the significant predictors of WTC. It is clear from the study results that both age and gender are significant factors intervening in language learning process. Teachers should be aware of these differences so that they approach each difference satisfactorily to create a positive learning environment in their classrooms.  \nKeywords: Age, EFL learners, foreign language anxiety, gender, willingness to communicate  \nINTRODUCTION  \nCommunicating in another language is one of the key components of the 21th century skills, and plays a vital role in becoming a global citizen today (Partnership for 21st Century Skills, 2002) . This has heightened the need for learning L2 . In this sense, being a competent communicator in a L2 have emerged as the primary concern in the language education field. Therefore, improving learners’ communicative abilities has been attracting a lot of interest. Within this direction, investigation of affective factors may provide useful account of how to improve students’ oral communication competences. The role of individual differences is along-established topic of study inclusively in second language research, and both anxiety and willingness to communicate keep a pivotal position in learners’ proficiency levels as seen in variety of studies (e.g. Rastegar & Karami, 2015) . To this end, the present study aims at focusing on secondary school EFL learner’s WTC and FLCA levels to better understand how willing and anxious they are during their learning process. Focusing also to their biographical differences of age and gender would reveal significant and valuable source data for researchers, teacher educators and more importantly for teachers on how to understand and value individual  \nCorresponding Author: Zekiye Özer, Niğde Ömer Halisdemir University, Turkey email: [zekiyeozer19@gmail.com](zekiyeozer19@gmail.com)  \ndifferences in their classroom. Even though the research on WTC and FLCA is vast and various, focusing exclusively on young English learners in a foreign language context would reveal valuable data for existing literature, learners and practitioners. This study, therefore, set out to assess WTC and its associations with age, gender, and anxiety.  \nWillingness to Communicate  \nThus far, a number of studies has been published on factors affecting learners’ communicative competence (Hernández, 2010; Saito, 2015). Previous literature presented various affective and cognitive variables such as anxiety, age, and motivation which determine students’ oral proficiencies in L2 . The findings indicated that WTC has contributed to development of learners’ oral lan","cbCaieIvGeUFrqL9","https://ap.wps.com/l/cbCaieIvGeUFrqL9","pdf",246748,11,"English","# Abstract\n# Introduction\n## Communicative competence and affective factors\n## Purpose of the study\n# Willingness to Communicate\n## Core definition and origins\n## WTC models and research findings","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to examine secondary school EFL learners’ FLCA and L2 WTC levels and analyze how age and gender differences relate to and predict these variables during the learning process.\"},{\"question\":\"How many participants were included and what context was studied?\",\"answer\":\"The study involved 131 Turkish secondary school students learning English as a foreign language (EFL) in a Turkish context.\"},{\"question\":\"What do the results suggest about age, gender, and willingness to communicate?\",\"answer\":\"Moderate levels of FLCA and WTC were observed. Both age and gender showed significant differences in FLCA and WTC scores, and regression results indicate age and gender are significant predictors of WTC.\"}]","Age, Gender, and Anxiety as Antecedents of Willingness to Communicate - Turkish EFL Context | PDF",1792066612,28]