Social presence and other individual differences in asynchronous English communication.

This study discusses the relationship among various factors in English communication, including social presence, international posture (IP), willingness to communicate (WTC), second language learning motivation, and English proficiency. The hypothesis was that IP (having things to communicate to the world) would affect social presence, but WTC would augment its effect on social presence. To confirm this as well as the positioning of social presence in English learning, structural equation modeling was performed on the survey responses of 325 undergraduate students in Japan. The first model revealed that the path from IP to social presence was not significant but the indirect effect of WTC on social presence was. Since the model did not show a good fit, it was improved by eliminating the insignificant path and assuming covariance among the error variables. As a result, the final model showed a good fit. Within the same model, the path from IP to English proficiency via WTC and motivation and the path from IP to social presence via WTC were found to be moderately influential. In other words, the model explains that as IP increases, social presence via WTC and English proficiency via WTC and motivation also increase. [ABSTRACT FROM AUTHOR]