The Impact Of Psychologıcal Capıtal And Wıllıngness To Communıcate Among Efl Students

Abstract

This study aims to examine the effects of psychological capital and willingness to communicate among university students learning English as a foreign language. In this direction, it is aimed to explore the psychological capital and willingness levels of the participants in communication and the relationship between them. To achieve this aim, the quantitative research method in which measurement tools including psychological capital, willingness to communicate, and related variables are used was adopted. The study's sample group consists of 180 students studying at Hacettepe University English Language Teaching Department. Participants of the study were volunteers from 1st, 2nd, 3rd, and 4th-grade university students to compare the results at each grade level. The data in the study were analyzed in the SPSS 21.0 program using descriptive statistics, Pearson correlation analysis, independent group t-test, and analysis of variance techniques. Findings revealed that undergraduate students of the English Language Education Department in Turkey had high levels of psychological capital and low levels of willingness to communicate. It was determined that there was a moderately significant relationship between students' psychological capital and willingness to communicate. Age, grade point average, and grade level variables predicted students' psychological capital and willingness to communicate, but the variables of gender and graduated high school type had no effect on these two concepts. Based on these findings, inferences were made, and recommendations were presented.