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WTC also emerged as a partial predictor of learner autonomy.",{"@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/is-willingness-to-communicate-a-reliable-predictor-of-learner-autonomy-in-an-efl-context/598135/",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/is-willingness-to-communicate-a-reliable-predictor-of-learner-autonomy-in-an-efl-context/598135.png","ImageObject",300,407,{"name":42,"@type":43},"Indoniesian Boy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",12,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What relationship does the study investigate between WTC and learner autonomy?","Question",{"text":63,"@type":64},"The study investigates the relationship between willingness to communicate and learner autonomy in an EFL context and tests whether WTC can predict autonomy.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How many learners participated, and how was data collected?",{"text":68,"@type":64},"A total of 142 upper-intermediate and advanced EFL learners participated, and data were collected using two questionnaires: the Learner Autonomy Questionnaire and the WTC Scale.",{"name":70,"@type":61,"acceptedAnswer":71},"Does gender affect the WTC–autonomy relationship?",{"text":72,"@type":64},"Yes. Correlational analysis indicates that the link between WTC and learner autonomy is stronger and more positive among female learners than among male learners.","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},598135,1792166116,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"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":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":146,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","doi: 10.26529/cepsj.667  \nIs Willingness to Communicate a Reliable Predictor of Learner Autonomy in an EFL Context?  \nMohammad Mohammadi1 and Ziba Mahdivand*2  \n• The present quantitative study investigated the relationship between willingness to communicate (WTC) and learner autonomy in an EFL context. In addition, it explored the probable effect of gender on the relationship between learner autonomy and WTC. Furthermore, it investigated whether WTC could predict learner autonomy. The data were collected from 142 upper-intermediate and advanced EFL learners (72 males and 70 females) by means of two questionnaires, the Learner Autonomy Questionnaire and the WTC Scale. The findings indicated that WTC correlated significantly and positively with learner autonomy. Moreover, correlational analysis revealed that gender modified this relationship in that the relationship between WTC and learner autonomy was stronger and more positive among female learners. The results revealed that WTC was a partial predictor of learner autonomy in this EFL context.  \nKeywords: communication, EFL learners, learner autonomy, willingness to communicate  \n1 *Corresponding Author. Urmia University, Iran; [z.mahdi70@gmail.com](z.mahdi70@gmail.com).  \n2 Urmia University, Iran.  \n10 is willingness to communicate a reliable predictor of learner autonomy in an    \nAli je pripravljenost za sporazumevanje zanesljivnapovednik učenčeve avtonomije v kontekstu učenja angleščine kot tujega jezika?  \nMohammad Mohammadi in Ziba Mahdivand  \n• Kvantitativna študija je preučevala razmerje med pripravljenostjo za sporazumevanje (ang. WTC) in avtonomijo učenca v kontekstu učenja angleščine kot tujega jezika. Preučevala je tudi mogoč vpliv spola na odnos med avtonomijo učenca in pripravljenost za sporazumevanje. Poleg tega je preučila, ali bi na osnovi pripravljenosti za sporazumevanje lahko predvideli stopnjo avtonomnosti učencev. V raziskavi je sodelovalo  \n142 učencev, ki so bili na srednji oziroma višji ravni znanja angleščine (72 anketirancev moškega in 70 ženskega spola) . Izpolnili so dva anketna vprašalnika, in sicer vprašalnik o avtonomiji učencev in lestvico opripravljenost za sporazumevanje. Izsledki so pokazali statistično pomembno pozitivno povezanost med pripravljenostjo za sporazumevanje in avtonomijo učencev. Poleg tega je korelacijska analiza pokazala, da je glede na spol povezanost med pripravljenostjo za sporazumevanje in avtonomijo učencev višja in bolj pozitivna pri učenkah kot učencih. Pomembna ugotovitev je tudi, da je pripravljenost za sporazumevanje delni napovednik avtonomije učencev v kontekstu učenja angleščine kot tujega jezika.  \nKljučne besede: sporazumevanje, učenci angleščine kot tujega jezika, učenčeva avtonomija, pripravljenost za sporazumevanje  \nIntroduction  \nThroughout language learning experiences, there are a plethora of situations in which learners are not provided with ample opportunities to use the target language communicatively. Most often, learners have the required language knowledge but lack communicative skills to express themselves. As Little (2007) indicates, students are not just language learners but also active users of the language for communicative purposes. Furthermore, more often than not, language learners are not capable of using language independently in foreign language (L2) environments. The majority of EFL classes in Iran including secondary schools, universities, and language institutes are conducted in a lockstep style in which very few opportunities are provided for language learners to use English independently of the help of their teachers. In addition, rarely are language learners provided with the chance to use their own understanding and knowledge of the language communicatively in and outside of the classroom. Learners’ need for interaction and transmission of their ideas and purposes has highlighted the undeniable role of using language to communicate in second and foreign language teaching and lear","cbCaimt5zkJIzXWS","https://ap.wps.com/l/cbCaimt5zkJIzXWS","pdf",168013,18,"English","# Introduction\n## Willingness to communicate in EFL contexts\n## Motivation, autonomy, and learner independence","[{\"question\":\"What relationship does the study investigate between WTC and learner autonomy?\",\"answer\":\"The study investigates the relationship between willingness to communicate and learner autonomy in an EFL context and tests whether WTC can predict autonomy.\"},{\"question\":\"How many learners participated, and how was data collected?\",\"answer\":\"A total of 142 upper-intermediate and advanced EFL learners participated, and data were collected using two questionnaires: the Learner Autonomy Questionnaire and the WTC Scale.\"},{\"question\":\"Does gender affect the WTC–autonomy relationship?\",\"answer\":\"Yes. Correlational analysis indicates that the link between WTC and learner autonomy is stronger and more positive among female learners than among male learners.\"}]","Is Willingness to Communicate a Reliable Predictor of Learner Autonomy in an EFL Context? | PDF",1792086353,45]