Investigating Pre-Service English Teachers’ L2 Writing Willingness to Communicate in Indonesia
A Mixed-Method Study
DOI:
https://doi.org/10.24256/foster-jelt.v7i4.482Keywords:
L2 Writing WTC, Pre-Service English Teachers, Willingness to CommunicateAbstract
This study investigated pre-service English teachers' L2 Writing Willingness to Communicate (WTC) in Indonesia using an explanatory sequential mixed-method design. The study was designed to observe gender differences in WTC, explore the relationship between WTC and academic writing performance, identify factors promoting students' L2 Writing WTC, and explain how these factors contribute to the connection between WTC and writing performance. Quantitative data were collected through a questionnaire directed to 85 pre-service English teachers who had completed an academic writing course, while qualitative data were found through semi-structured interviews with six selected participants. Quantitative data were analyzed using Mann–Whitney U Test and Spearman's rho correlation, while qualitative data were analyzed using thematic analysis. The findings revealed no significant difference in WTC scores between male and female students. A statistically significant but weak positive correlation was found between WTC and academic writing performance (rs = .272, p = .012), suggesting that WTC alone accounts for only a small portion of the variation in writing performance and should then be interpreted with thoughtfulness. Three factors promoting L2 Writing WTC developed from the qualitative findings: linguistic barriers, psychological factors, and sociocultural factors, with psychological factors appearing as the most dominant influence. These findings suggest that English teacher education programs should give greater attention to nurturing pre-service teachers' psychological readiness to communicate, alongside continued linguistic support, in order to strengthen their engagement in academic writing.
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