Roles of Learner Autonomy and Willingness to Communicate in Communication Strategy Use of EFL Learners

One of the pedagogical implications of the research on the Willingness to Communicate (WTC) might be to propose practical ways of making language learners more willing to communicate in the classroom. This study investigated the impact of teaching communication strategies (CSs) on Iranian EFL learners’ WTC. To this end, 8 intact classes were included as the experimental and control groups. The control group underwent regular language instruction, while the experimental group received the treatment (i.e., communication strategy training). The self-report measurement of WTC (MacIntyre, Baker, Clément, & Conrad, 2001) was done before (pre-test) and after the treatment (post-test). The results of the independent-samples t test showed that the degree of WTC of the treatment group was significantly higher compared with that of the control group. It was concluded that teaching CSs helps learners become more willing to communicate in the classroom.

Download Full-text

Effects of Reciprocal Feedback on EFL Learners’ Communication Strategy Use and Oral Communicative Performance

Challenges and Solutions in Smart Learning - Lecture Notes in Educational Technology ◽

10.1007/978-981-10-8743-1_6 ◽

2018 ◽

pp. 31-39 ◽

Cited By ~ 1

Author(s):

Sie-Wai Chew ◽

Wei-Chieh Fang ◽

Chia-Ning Hsu ◽

Nian-Shing Chen

Keyword(s):

Strategy Use ◽

Communication Strategy ◽

Efl Learners ◽

Communicative Performance

Download Full-text

Is Willingness to Communicate a Reliable Predictor of Learner Autonomy in an EFL Context?

Center for Educational Policy Studies Journal ◽

10.26529/cepsj.667 ◽

2019 ◽

Vol 9 (1) ◽

pp. 9

Author(s):

Mohammad Mohammadi ◽

Ziba Mahdivand

Keyword(s):

Quantitative Study ◽

Learner Autonomy ◽

Correlational Analysis ◽

Willingness To Communicate ◽

Efl Learners ◽

Efl Context ◽

Reliable Predictor ◽

Probable Effect ◽

The Relationship

The present quantitative study investigated the relationship between willingness to communicate (WTC) and learner autonomy in an EFL context. In addition, it explored the probable effect of gender on the relationship between learner autonomy and WTC. Furthermore, it investigated whether WTC could predict learner autonomy. The data were collected from 142 upper-intermediate and advanced EFL learners (72 males and 70 females) by means of two questionnaires, the Learner Autonomy Questionnaire and the WTC Scale. The findings indicated that WTC correlated significantly and positively with learner autonomy. Moreover, correlational analysis revealed that gender modified this relationship in that the relationship between WTC and learner autonomy was stronger and more positive among female learners. The results revealed that WTC was a partial predictor of learner autonomy in this EFL context.

Download Full-text

The Effect of Communication Strategy Instruction on Saudi EFL Learners’ Strategy Use, Speaking Proficiency and Self-Efficacy

Journal for the Study of English Linguistics ◽

10.5296/jsel.v7i1.14649 ◽

2019 ◽

Vol 7 (1) ◽

pp. 21

Author(s):

Hassan M. Kassem

Keyword(s):

Treatment Group ◽

Self Efficacy ◽

Strategy Instruction ◽

Strategy Use ◽

Communication Strategy ◽

Strategy Training ◽

Control Group ◽

Efl Learners ◽

Paired Samples ◽

Speaking Proficiency

The current study investigated the effect of communication strategy instruction on Saudi EFL learners’ strategy use, speaking proficiency and speaking self-efficacy. Two intact classes of EFL freshmen at Thadiq Sciences and Humanities College, Shaqra University, KSA participated in the study in the first semester of the academic year 2018-2019. They were assigned to an experimental group (N = 20) and a control group (N = 19). A speaking test and a speaking self-efficacy questionnaire were administered to the two groups. Students’ oral production and communication strategy use were assessed by independent raters. Independent samples t-tests performed on the pretest mean scores of the two groups showed that they were homogenous in strategy use, speaking proficiency and speaking self-efficacy prior to the treatment. Treatment group students were then taught four communication strategies: circumlocution, approximation, appeal for help, and fillers in the Listening and Speaking 2 (Eng 122) course. The control group received the teaching sequence adopted in the course’s textbook which includes no training on communication strategy. Independent and paired samples t-tests revealed that the treatment group outperformed the control group in all dependent variables, hence supporting the positive effect of communication strategy training on strategy use, speaking proficiency and speaking self-efficacy. Pedagogical implications are offered.

Download Full-text

THE RELATIONSHIP BETWEEN EFL LEARNERS' LANGUAGE LEARNING STRATEGY USE, WILLINGNESS TO COMMUNICATE, AND L2 ACHİEVEMENT

International Journal of Language Academy ◽

10.18033/ijla.3620 ◽

2017 ◽

Vol 5 (18) ◽

pp. 78-92

Author(s):

Aycan Demir AYAZ

Keyword(s):

Language Learning ◽

Learning Strategy ◽

Strategy Use ◽

Willingness To Communicate ◽

Efl Learners ◽

Language Learning Strategy ◽

Learning Strategy Use ◽

The Relationship

Download Full-text

Effects of reciprocal peer feedback on EFL learners’ communication strategy use and oral communication performance

Smart Learning Environments ◽

10.1186/s40561-018-0061-2 ◽

2018 ◽

Vol 5 (1) ◽

Cited By ~ 2

Author(s):

Wei-Chieh Fang ◽

Farhad A. K. Cassim ◽

Chia-Ning Hsu ◽

Nian-Shing Chen

Keyword(s):

Peer Feedback ◽

Oral Communication ◽

Strategy Use ◽

Communication Strategy ◽

Communication Performance ◽

Efl Learners

Download Full-text

A Survey on the Relationship between Willingness to Communicate and Learner Autonomy of Turkish EFL Students

Shanlax International Journal of Education ◽

10.34293/education.v9is1-may.4006 ◽

2021 ◽

Vol 9 (S1-May) ◽

pp. 104-116

Author(s):

Muzaffer Barin ◽

Aysel Eyerci

Keyword(s):

Significant Relationship ◽

Mixed Methods Research ◽

English Language ◽

Learner Autonomy ◽

Willingness To Communicate ◽

State University ◽

Efl Learners ◽

Efl Students ◽

The Difference ◽

The Relationship

This study was designed with an aim to investigate the relationship between willingness to communicate (WTC) and learner autonomy (LA) in EFL settings at a Turkish university context. The primary purpose of the study was to reveal the possible statistically significant relationship between L2 WTC and learner autonomy of EFL learners in the classroom setting. The study was based on a mixed-methods research design. 211 students majoring at the Department of English Language and Literature of a state university in Turkey participated in the study. The instruments which were used to collect data were a willingness to communicate scale, a learner autonomy scale, and classroom observation. The results revealed that there was a moderate but significant relationship between EFL learners’ WTC and LA. The autonomy levels of the EFL learners had a predictive role in their L2 WTC. The difference between the self-reported L2 WTC and the behavioural L2 WTC of the Turkish EFL students was higher when the autonomy level of the students was lower. Based on the results, implications for enhancing L2 WTC of EFL learners are discussed.

Download Full-text