جستجوی مقالات مرتبط با کلیدواژه « تمایل به ارتباط » در نشریات گروه « ادبیات و زبان ها »

The present study set out to develop a willingness to communicate (WTC) questionnaire addressing teachers’ socio-affective strategies. It also aimed at exploring learners’ perceptions toward these strategies affecting their WTC. Participants of the study, who were selected by a non-probability convenience sampling method, were 153 English as foreign language (EFL) learners in three popular English Institutes in Iran. A questionnaire including 45 items was designed by referring to a previously conducted focus group interview of Iranian EFL teachers and the review of literature. After the questionnaire was administered to and was completed by the learners, an exploratory factor analysis (EFA) was performed. The analysis yielded 37 items and six factors: (a) creating a positive interaction (8 items), (b) teachers’ enthusiasm (6 items), (c) teachers’ fairness (5 items), (d) teachers’ presence (6 items), (e) teachers’ immediacy (6 items), and (f) teaching skills and participation in group activities (6 items). The reliability measures were also examined and the results were satisfactory. The six factors were compared against each other and teachers’ enthusiasm and fairness were found to be the most important factor in promoting learners’ WTC. Implications for teacher trainers and teachers are discussed and suggestions for further research are offered.

The present study set out to develop a willingness to communicate (WTC) questionnaire addressing teachers’ socio-affective strategies. It also aimed at exploring learners’ perceptions of these strategies affecting their WTC. The participants of the study, who were selected through a non-probability convenience sampling method, were 153 EFL learners in three popular language schools in Iran. A questionnaire including 45 items was designed by referring to a previously conducted focus group interview of Iranian EFL teachers and a review of the literature. After the questionnaire was administered and completed by the learners, exploratory factor analysis was performed. The analysis yielded 37 items and six factors: (a) creating a positive interaction (8 items), (b) teachers’ enthusiasm (6 items), (c) teachers’ fairness (5 items), (d) teachers’ presence (6 items), (e) teachers’ immediacy (6 items), and (f) teaching skills and participation in group activities (6 items). The reliability measures were also examined and the results were satisfactory. The six factors were compared against each other and teachers’ enthusiasm and fairness were found to be the most important factor in promoting learners’ WTC. The implications for teacher trainers and teachers are discussed and suggestions for further research are offered.

This study sought to investigate the relationship among English as a foreign language (EFL) learners’ ratings of willingness to communicate (WTC) in English and their task-based speech production and self-monitoring behavior. To accomplish this objective, methodological triangulation was adopted using a questionnaire, stimulated recall data, and quantitative measures of complexity, accuracy, and fluency (CAF) to answer two questions: (1) how learners’ ratings of their WTC related to the CAF of their oral output, and (2) how learners’ ratings of their WTC related to the frequency and type of their self-corrections in terms of A-, D-, and E-repairs. Fifty Iranian intermediate EFL learners participated in the study. WTC scale was used to measure the participants’ perception of their desire to initiate communication in English. In addition, to collect samples of their L2 speech, they were asked to perform a narrative task. Following their task performance, participants were asked to retrospectively comment on the type of error correction they engaged in while performing the task. The results showed the positive correlation coefficients among learners’ perceptions of their WTC and measures of fluency, A- and D-repairs to be statistically significant. The WTC also negatively correlated with accuracy and E-repairs. In the end, the theoretical as well as practical implications of the results for instructed L2 acquisition were discussed.

This study sought to investigate the effect of flipped classroom instruction on EFL learners’ motivation and willingness to communicate (WTC). To fulfill the above purpose, 68 intermediate learners were selected among 90 through their performance on a piloted sample English proficiency test. The learners were thence assigned into two control and experimental groups each with the same number of students (i.e., 34). The WTC test both inside and outside the classroom and the Attitude/Motivation Test Battery (AMTB) were given to the two groups as pretest. Both groups were taught by the same teacher for 12 sessions of 90 minutes using the same material. In the experimental group, the students underwent the treatment which was flipped classroom, whereas the learners in the control group received the usual instruction based on the syllabus of the language school. The same WTC and AMTB questionnaires were administered again as the posttest at the end of the instruction to the two groups. Two ANCOVAs were run concluding that the flipped classroom instruction had a significantly positive impact on EFL learners’ motivation and WTC. This study has implications for the ELT community including teachers, learners, syllabus designers, and educational managers (discussed in detail in the conclusion section) thus encouraging them to apply flipped classroom instruction for better results.

Think-pair-share (TPS) is a collaborative teaching activity first proposed by Frank Lyman of the University of Maryland in 1981. It can be used to help learners form individual ideas, discuss, and share with others in small groups. Willingness-to-communicate (WTC) can be defined as "an individual's volitional inclination towards actively engaging in the act ofcommunication in a specific situation, which can vary according to interlocutor(s), topic, and conversational context,among other potential situational variables" (Kang, 2005, p. 291). The adopted design for this study was a mixed-methods one in a small sample size and was conducted in Kish Language Institute. For this purpose, nine upper-intermediate female learners participated in the study. During five sessions, voice recording and a willingness-to-communicate questionnaire were used. It was found out that the number of turn-takings and interruptions fluctuated between groups during sessions, but the main inclination was toward elevation. Furthermore, in terms of the questionnaire, learners' perceptions were more promising in posttest in comparison with the pretest. Finally, the results of the statistical analyses revealed that the willingness-to-communicate of EFL learners in fifth session was significantly higher than their performance in the first session. At the end, some classroom implications are provided.

This study explored both teachers’ and learners’ perceptions of teachers’ pedagogic strategies which may engender willingness to communicate (WTC) in an English as a foreign language class and the difference between their perceptions to detect how convergent or possibly how divergent these are. The project used a convenience sample of 300 students taking an intermediate English course and their teachers (N=60) in several English Language Institutes in Tabriz, Iran. The instruments included a Likert scale questionnaire on teachers’ pedagogic strategies and learners’ WTC completed by both teachers and learners. Based on the data collected from the questionnaires, it was revealed that the teachers and learners agreed on the role of teachers’ wait time in learners’ WTC but not on the other strategies such as motivating strategies, error correction strategies, and teachers’ congruence. The findings of the study have important implications for teachers in terms of reconsidering their pedagogic strategies to play their facilitating roles in engendering students’ WTC in the class. The results also have the implications for EFL teacher education in the new era of communication.