scholarly journals Indonesian EFL Learners’ Willingness to Communicate in the Instructional Context

2019 ◽  
Vol 4 (2) ◽  
pp. 215
Author(s):  
Suci Nugrah Amalia ◽  
Abdul Asib ◽  
Sri Marmanto
Keyword(s):  
Classroom Environment ◽  
Influential Factors ◽  
Willingness To Communicate ◽  
Survey Study ◽  
State Universities ◽  
Self Awareness ◽  
Classroom Context ◽  
Efl Learners ◽  
Self Confidence ◽  
Seating Arrangement

The principal goal of L2 education is to enhance learners’ willingness to communicate (WTC). Hence, this survey study was undertaken with the purpose of exploring Indonesian EFL learners’ WTC especially in a classroom context or the so-called Instructional WTC (IWTC) in order to know the conditions triggering their willingness and unwillingness to communicate using L2. This survey applied descriptive quantitative method where 100 EFL learners from three State Universities in Indonesia were involved as the respondents. The respondents are the English students of IAIN Curup Bengkulu, Universitas Sebelas Maret (UNS) Surakarta and Universitas Musamus Merauke Papua. Those universities represent three of five major islands in Indonesia. A questionnaire was distributed to the respondents in order to explore their WTC in six IWTC components comprising communicative self-confidence, integrative orientation, situational context of L2 use, topical enticement, learning responsibility, and off-instruction communication. The findings revealed that group size, classroom environment, students’ cohesiveness, familiarity to the topic, degree of topic preparation, classroom seating arrangement, gender, self-awareness, and familiarity with interlocutors were the factors that affected learners’ WTC. Further studies are highly recommended to deeply explore the teaching activities done by teachers by considering the influential factors of learners’ willingness and unwillingness to communicate as an effort to maximize their WTC.

scholarly journals Affective Variables from the Applied Linguistics Perspective: A Study of the Saudi Undergraduate Students Majoring in English Language

2020 ◽  
Vol 8 (1) ◽  
pp. 70
Author(s):  
Khaled Elkotb Mahmoud Elshahawy
Keyword(s):  
Language Acquisition ◽  
Undergraduate Students ◽  
English Language ◽  
Structured Interview ◽  
Influential Factors ◽  
Willingness To Communicate ◽  
English Language Acquisition ◽  
Self Confidence ◽  
Study Results ◽  
Affective Variables

The present study aimed at indicating the effect of the affective variables (motivation, attitude, self-confidence and willingness to communicate) on the acquisition and learning of English language among the students of Languages and Translation Departments in the Kingdom of Saudi Arabia. The study participants were 40 students (20 males and 20 females) from the students specialized in English language. The study used three instruments: The semi-structured interview, affective variables questionnaire (AVQ) and English language proficiency observation checklist (ELPOC). The study adopted the quasi-experimental design mixed with the qualitative interpretation. The study employed the correlational analysis and the simple liner regression to indicate the relationship between the independent and dependant variables. The findings of the study showed that there is a positive significant relationship between the affective variables (motivation, attitude, self-confidence and willingness to communicate) and the process of English language acquisition as a second language. The study also demonstrated that the most influential factors in the learners' English language acquisition process is their willingness to communicate. Recommendations and suggestions based on the study results were directed to the L2 (EFL/ESL) instructors and all the specialists in English language acquisition and learning.

scholarly journals Improving L2 pronunciation inside and outside the classroom

2018 ◽  
Vol 71 (3) ◽  
pp. 99-124
Author(s):  
Angélica Carlet ◽  
Hanna Kivistö-de Souza
Keyword(s):  
Target Language ◽  
Self Awareness ◽  
Classroom Context ◽  
Comparison Task ◽  
Efl Learners ◽  
Perceptual Skills ◽  
Pronunciation Instruction ◽  
Before And After ◽  
First Languages ◽  
L2 Pronunciation

Spanish/Catalan learners of English as a Foreign Language (EFL) attended a formal instruction (FI) period combined with explicit pronunciation instruction, which consisted of theoretical and practical approaches to English segmental phonetics as well as a contrastive analysis between the participants’ first languages and the target language, English. The EFL learners’ ability to perceive and produce L2 vowels was assessed before and after the 8-week instructional treatment. Results show that the EFL learners significantly improved their perception of vowel sounds embedded in real and non-words. However, no improvement in production was found as a result of the instruction received. While these results suggest that learners’ perceptual skills can be improved with teacher-led instruction, the quantity and availability of explicit pronunciation instruction is not sufficient to modify learners’ speech production. Thus, optimal results require learners to continue learning outside the classroom context. With this aim, this paper presents two autonomous activities developed to increase learners’ awareness about phonology: L1-L2 Pronunciation Comparison Task and a Phonological Self-awareness Questionnaire.

Examining fluctuations in the WTC of Japanese EFL speakers: Language proficiency, affective and conditional factors

2020 ◽  
pp. 136216882097782
Author(s):  
Rintaro Sato
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Willingness To Communicate ◽  
Complex Nature ◽  
Efl Learners ◽  
Self Confidence ◽  
Stimulated Recall ◽  
Sense Of Security

Willingness to communicate (WTC), which plays a crucial role in second or foreign language learning, has a dynamic and complex nature, fluctuating during communicative events. This study examines how the situational WTC of four Japanese speakers of English as a foreign language (EFL) emerges and fluctuates, focusing on the roles of language proficiency and affective and conditional factors. Low-intermediate and advanced speakers were engaged in an interactive, communicative activity with an interlocutor. All utterances were recorded, transcribed, and analysed and combined with the qualitative data from participants’ self-ratings and a stimulated recall interview after the activity to assess fluctuations in WTC. The findings indicate that levels of WTC are influenced differently between low-intermediate and advanced speakers. Although the WTC of all speakers was negatively affected when they sensed a lack of English proficiency, low-intermediate speakers were affected by interest in the topic, influence of interlocutors on sense of security, and self-confidence, while opportunity to talk about oneself and one’s opinions contributed to the WTC of advanced speakers. It is suggested that teaches of EFL should be considerate of these factors that can affect EFL learners’ WTC.

scholarly journals The Power of Openness to Experience, Extraversion, L2 Self-confidence, Classroom Environment in Predicting L2 Willingness to Communicate

2020 ◽  
Vol 13 (3) ◽  
pp. 909-924
Author(s):  
Irum Fatima ◽  
◽  
Shaik Abdul Malik Mohamed Ismail ◽  
Zahid Hussain Pathan ◽  
Ubedullah Memon ◽  
...  
Keyword(s):  
Classroom Environment ◽  
Openness To Experience ◽  
Willingness To Communicate ◽  
Self Confidence

scholarly journals Gender Bias in the Classroom: Strategies for Instructors that Tackle Sexism and Gender Bias

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Amanda Garcia
Keyword(s):  
Gender Bias ◽  
Classroom Environment ◽  
Female Students ◽  
Inclusive Classroom ◽  
Classroom Context ◽  
University Campuses ◽  
Self Confidence ◽  
Inclusive Learning ◽  
And Gender ◽  
Interactive Workshop

Sexism and gender bias can be a common experience for women on university campuses. Facing these types of discrimination has been shown to result in negative academic outcomes, a reduction in the satisfaction of academic pursuits, and lowered self-confidence in female students (Logel et al., 2009; Morris & Daniel, 2008). Within this climate, course instructors are well poised to be part of the solution by creating and fostering an inclusive space in their classrooms. This interactive workshop focuses on promoting a gender inclusive learning environment within the university classroom context. Participants will learn to describe the effects of gender bias on female students, to identify sexism and gender bias in their many forms, and to apply a range of strategies to create and promote an inclusive classroom environment.

scholarly journals EFL Learners’ Affect, Engagement, Misbehaviours, and Achievement: A Classroom Observation Perspective

2021 ◽  
Vol 11 (4) ◽  
pp. 12
Author(s):  
Bo Yang ◽  
Christo Moskovsky
Keyword(s):  
Classroom Environment ◽  
Classroom Observation ◽  
Video Recording ◽  
Northwest China ◽  
Influential Factors ◽  
Reciprocal Relationship ◽  
Special Focus ◽  
Observation Data ◽  
College English ◽  
Efl Learners

Most previous research examining the correlation between affect and achievement of learners of English as a foreign language (EFL) has relied on questionnaire and/or interview data. The current study, conducted in a Chinese EFL context, chose to explore this relationship on the basis of quantitative and qualitative classroom observation data, with a special focus on learners’ classroom engagement and misbehaviours. The participant sample involved the EFL learners and teachers in six classes at a key and a non-key university in Northwest China. Data in relation to participants’ affect, engagement, and misbehaviours were collected via classroom observations, including some video-recording. The participating students’ College English Test-Band 4 (CET-4) scores were used as a measurement of EFL achievement. Participants’ affect, engagement, and achievement formed a reciprocal relationship; the latter was negatively connected with misbehavious. Rather than gender, type of school (key vs. non-key university) had significant effects on the variables being examined. Data revealed that teachers, peers, and classroom environment were also influential factors in explaining the differences in the relationship between the identified variables.

Increasing EFL learner self-confidence with visualization tasks

ELT Journal ◽  
2020 ◽  
Vol 74 (2) ◽  
pp. 166-174
Author(s):  
Mutahar Al-Murtadha
Keyword(s):  
Role Models ◽  
Possible Selves ◽  
Willingness To Communicate ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Efl Learners ◽  
Self Confidence ◽  
L2 Motivation ◽  
And Control ◽  
Experimental Group

Abstract L2 linguistic self-confidence has been considered a constituent of L2 motivation, a predictor of L2 proficiency, and part of the willingness to communicate construct (WTC). However, little is known about how to increase it. This intervention study examined whether helping EFL learners visualize their ideal L2 selves enhances their L2 linguistic self-confidence. Two hundred and six Yemeni EFL learners formed the experimental and control groups. The experimental group received one visualization lesson a week for six weeks, whereas the control group received their regular lessons. The intervention structure followed the six steps of the Possible Selves Tree Program: discover, think, sketch, reflect, grow, and perform. A one-way analysis of covariance revealed that the self-confidence of the experimental group increased significantly. Qualitative data indicated that the intervention enhanced L2 linguistic self-confidence in four ways: considering the future, emulating L2 role models, increasing WTC, and using English and measuring progress. Pedagogical implications are provided.

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