Naslov
Importance of Individual Differences in ESP Context

Autori
Rogulj, Jasmina ; Čizmić Ivana

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
Contemporary Issues in Economy and Technology, (CIET 2014), Conference proceedings / Plazibat, B. ; Kosanović, S. - Split : Sveučilišni odjel za stručne studije Sveučilišta u Splitu, 2014, 237-247

ISBN
978-953-7220-15-0

Skup
Contemporary Issues in Economy and Technology, (CIET 2014)

Mjesto i datum
Hrvatska, 19.07.2014. - 21.07.2014

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
foreign language classroom anxiety, willingness to communicate, self-perceived communication competence, English for Specific Purposes

Sažetak
Abstract. There has been a body of research in second language learning with a focus on individual differences, making them one of the most intriguing psychological aspects of second language acquisition. According to these studies, individual differences are consistent predictors of second language learning success. Since one of the most important outcomes in English for Specific Purposes (ESP) courses is developing effective communication skills for the global context of international business, the authors of this research focus on the relationship among foreign language classroom anxiety (FLCA), willingness to communicate (WTC) in class, self-perceived communication competence and students' proficiency across business and engineering higher education contexts. Our hypotheses were partly confirmed. The results of the study suggest that there is a relationship among all four variables. The findings reveal that low anxiety students are more willing to communicate, perceive themselves as more competent in communication and obtain better test results. The results also indicate that FLCA is the best predictor of students’ proficiency and WTC levels. Contrary to our expectations, the findings show that proficiency, FLCA and WTC levels play a significant role in distinguishing students across disciplines. Yet, no significant difference across disciplines was found in self-perceived competence level. To conclude, in terms of practical implications, raising teachers’ awareness about learning as a dynamic process based on interaction among students' different individual variables might contribute to developing more flexible teaching approach, and, in turn, better learning achievements.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija, Filologija

POVEZANOST RADA