The study explores the impact of self-comparison on the willingness to communicate (WTC) in English among Korean and Uzbek English-major university students. The study becomes essential because the learning of a language is increasingly dependent on communication skills, while scholars have not looked into how people compare themselves across different cultural groups. The research adds new information in terms of looking at two distinct education systems in two diverse cultural contexts. The researcher aimed to establish the relationship between self-comparison and WTC and identify whether there are differences in the two groups of participants. The research adopted a quantitative correlational design which included 200 participants who originated from two distinct locations known as Korea and Uzbekistan. Data was gathered by the researcher through developed survey questionnaires that were subsequently analyzed statistically. The results of the study showed that Uzbek students had higher performance compared to Korean students in both self-comparison and willingness to communicate. From the study, it is evident that self-comparison only maintains a minor relationship with willingness to communicate thus showing its impact occurs conditionally. The research results illustrate that language teaching needs cultural and psychological understanding of successful classroom strategies that enable students from various backgrounds to develop their willingness to communicate.
The study explores the impact of self-comparison on the willingness to communicate (WTC) in English among Korean and Uzbek English-major university students. The study becomes essential because the learning of a language is increasingly dependent on communication skills, while scholars have not looked into how people compare themselves across different cultural groups. The research adds new information in terms of looking at two distinct education systems in two diverse cultural contexts. The researcher aimed to establish the relationship between self-comparison and WTC and identify whether there are differences in the two groups of participants. The research adopted a quantitative correlational design which included 200 participants who originated from two distinct locations known as Korea and Uzbekistan. Data was gathered by the researcher through developed survey questionnaires that were subsequently analyzed statistically. The results of the study showed that Uzbek students had higher performance compared to Korean students in both self-comparison and willingness to communicate. From the study, it is evident that self-comparison only maintains a minor relationship with willingness to communicate thus showing its impact occurs conditionally. The research results illustrate that language teaching needs cultural and psychological understanding of successful classroom strategies that enable students from various backgrounds to develop their willingness to communicate.
Ushbu tadqiqot universitetning ingliz tili yo‘nalishida tahsil olayotgan koreys va o‘zbek talabalari orasida o‘zini solishtirishning ingliz tilida muloqot qilishga tayyorlik (WTC) darajasiga ta’sirini o‘rganadi. Tadqiqot muhim ahamiyat kasb etadi, chunki hozirgi kunda til o‘rganish jarayoni tobora ko‘proq muloqot ko‘nikmalariga bog‘liq bo‘lib bormoqda, biroq olimlar hali turli madaniy guruhlar vakillari o‘zlarini qanday solishtirishlarini yetarlicha o‘rganmagan. Ushbu tadqiqot ikki xil madaniy muhitga ega bo‘lgan ikki turli ta’lim tizimini tahlil qilish orqali yangi ma’lumotlarni taqdim etadi. Tadqiqotning maqsadi o‘zini solishtirish va muloqotga tayyorlik o‘rtasidagi bog‘liqlikni aniqlash hamda ishtirokchilarning ikki guruhi o‘rtasida farqlar mavjudligini belgilashdan iborat bo‘ldi. Tadqiqotda miqdoriy korrelyatsion dizayn qo‘llanilgan bo‘lib, Koreya va O‘zbekiston mamlakatlaridan jami 200 nafar ishtirokchi qatnashgan. Ma’lumotlar tadqiqotchi tomonidan ishlab chiqilgan so‘rovnomalar orqali to‘plangan va statistik tahlil qilingan. Tadqiqot natijalari shuni ko‘rsatdiki, o‘zbek talabalarining o‘zini solishtirish va muloqotga tayyorlik darajasi koreys talabalariga nisbatan yuqoriroq bo‘lgan. Tadqiqotdan ayon bo‘lishicha, o‘zini solishtirish muloqotga tayyorlik bilan faqat qisman bog‘liq bo‘lib, bu omilning ta’siri shartli ravishda namoyon bo‘ladi. Tadqiqot natijalari shuni ko‘rsatadiki, til o‘qitishda turli madaniy kelib chiqishga ega talabalarni muloqotga tayyor qilish uchun madaniy va psixologik yondashuvlarni hisobga oluvchi samarali dars strategiyalarini ishlab chiqish zarur.
В статье рассматривается влияние самоcравнения на готовность к общению (WTC) на английском языке среди корейских и узбекских студентов, обучающихся по направлению «английский язык». Исследование приобретает особую значимость, так как изучение языка всё больше зависит от коммуникативных навыков, тогда как учёные мало изучали, как люди сравнивают себя в разных культурных группах. Работа вносит вклад в науку, так как рассматривает две различные образовательные системы в двух разных культурных контекстах. Целью исследования было выявить взаимосвязь между самоcравнением и готовностью к общению, а также определить, существуют ли различия между двумя группами участников. В исследовании использовался количественный корреляционный дизайн, включавший 200 участников из двух стран – Кореи и Узбекистана. Данные были собраны при помощи разработанных исследователем анкет и подвергнуты статистическому анализу. Результаты показали, что узбекские студенты демонстрировали более высокие показатели как по самоcравнению, так и по готовности к общению по сравнению с корейскими студентами. При этом было выявлено, что взаимосвязь между самоcравнением и готовностью к общению носит слабый и условный характер. Полученные результаты указывают на то, что преподавание языка требует культурного и психологического понимания эффективных стратегий обучения, которые помогают студентам из разных социальных и культурных групп развивать готовность к общению.
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|---|---|---|---|
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| № | Havola nomi |
|---|---|
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