Teacher's Encouragement Factor Influencing EFL Students' Willingness to Communicate in Speaking Class
Abstract
This case study investigates the teacher’s encouragement factor influencing EFL students’ willingness to communicate in a speaking classroom context. The data in this study involved five EFL students from the English Education Department at a higher education institution in South East Sulawesi who were recruited based on their participation in the speaking class. Data were collected using the reflection of five EFL students and an online interview as a follow-up instrument to dig deeper into the data. The data were thematically analyzed using. Therefore, the researcher used the thematic analysis, then color-coding and categorized based on the willingness to communicate (WTC) framework. The findings indicate that students' WTC in speaking class is closely related to the four factors influencing the teacher's wait time, error correction, support, and teacher’s strategy as encouragement elements. Students with self-motivation acknowledged being more encouraged and confident to communicate in the classroom context. This study suggests future research can be conducted with many participants.
Keywords: case study; L2 speaking class; teacher encouragement; willingness to communicate.
Full Text:
63-74References
Alqurashi, H. S., & Assulaimani, T. (2021). The effect of classroom management in oral communication and willingness to communicate: A case study of Saudi learners of English as a foreign language. Applied Linguistics Research Journal, 5(2), 73-84
Alsaadi, N, S. M., & Atar, C. (2019). Wait-time in Material and Classroom Context
Modes. International Journal of Contemporary Educational Research, 6(1),
-69. DOI:https://doi.org/10.33200/ijcer.542495
Altiner, C. (2018). Turkish EFL learners’ willingness to communicate in English. International Journal of Contemporary Educational Research, 5(1), 40-49.
Amiryousefi, M. (2016). Willingness to communicate, interest, motives to communicate with the instructor, and L2 speaking: a focus on the role of age and gender. Innovation in Language Learning and Teaching, 1229 (4), 1-14
Bianco, S., Gasparini, F., & Schettini, R. (2014). Color coding for data visualization. In M. K. Pour (Ed.), Encyclopedia of Information Science and Technology, (Third edit, pp. 85–95). Italy: IGI Global.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Cresswell. J. W. (2010). Research design. Yogyakarta: Pustaka Belajar.
Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th Ed.). Boston, MA: Pearson
Harland, T. (2014). Learning about case study methodology to research higher education. Higher Education Research & Development, 33(6), 1113–1122.
Henry, A., Thorsen, C., & Maclntyre. P. D (2021). Willingness to communicate in a multilingual context: part one, a time-serial study of developmental dynamics. Journal of Multilingual and Multicultural Development, 1-20
Lee, J. S. (2020). The role of grit and classroom enjoyment in EFL learners’ willingness to communicate. Journal of Multilingual and Multicultural Development, 1-17
Lee, J. S., Sylven, L. K., & Lee, K. (2021). Cross-cultural insights into Korean and Swedish secondary school students’ willingness to communicate in a second language. Journal of Multilingual and Multicultural Development, 42(6), 522-536
Maclntyre, P. D., Clement, R., Dornyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situated model of confidence and affiliation. Modern Language Journal, 82(no issues), 545-562
Maclntyre, P. D., & Legatto, J. J. (2011). A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect. Applied Linguistics, 32(2), 149–171
Phelan, Simon (2011). Case study research: design and methods. Evaluation & Research in Education, 24(3), 221–222
Riasati, M. J. (2012). EFL learners’ perception of factors influencing willingness to speak English in language classrooms: A Qualitative Study. World Applied Sciences Journal 17, DOI: (10): 1287-1297
Saadat, U., & Mukundan, J. (2019). Perceptions of willingness to communicate orally in English among Iranian PhD students. International Journal of Applied Linguistics and English Literature, 8(4), 31-44
Syed, H., & Kuzborska, I. (2018). Dynamics of factors underlying willingness to
communicate in a second language. The Language Learning Journal, 48(4), 481-500
Tse, L. (2000). Student perceptions of foreign language study: a qualitative analysis of foreign language autobiographies. The Modern Language Journal, 84, 69–84.
Vongsila, V., & Reinders, H. (2016). Making Asian learners talk: Encouraging willingness to communicate. RELC Journal, 47(3), 331-347
Wen, W. P., & Clement, R. (2003). A Chinese conceptualization of willingness to communicate in ESL. Language, Culture and Curriculum, 16(1), 18–38.
Zarrinabadi, N. (2014). Communicating in a second language. Investigating the effect of teachers in learners’ willingness to communicate. System. 42, no issue, 288-295
Zarrinabadi, N., & Dehkordi, E. S. (2021). The effects of reference of comparison (self-referential vs. normative) and regulatory focus (promotion vs. prevention) Feedback on EFL learners’ willingness to communicate. Language Teaching Research, 1-21
DOI: http://dx.doi.org/10.31332/alg.v3i2.5542
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 AL LUGHAWIYAAT
| Indexing: |
