Enhancing EFL Learners' Willingness to Communicate with Visualization and Goal-Setting Activities

Autor/in	Al-Murtadha, Mutahar
Titel	Enhancing EFL Learners' Willingness to Communicate with Visualization and Goal-Setting Activities
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 53 (2019) 1, S.133-157 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.474
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Goal Orientation; Visualization; Communication (Thought Transfer); Intervention; Rural Schools; High School Students; Learning Activities; Control Groups; Experimental Groups; Program Effectiveness; Foreign Countries; Self Concept; Planning; Guidelines; Yemen + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Zielorientierung; Zielvorstellung; Visualisation; Visualisierung; Communication; thought; Kommunikation; Gedanke; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernaktivität; Ausland; Selbstkonzept; Ablaufplanung; Planungsprozess; Richtlinien; Jemen
Abstract	Willingness to communicate (WTC) research has focused mostly on identifying factors that influence second language (L2) WTC in ESL contexts. This study differs by examining the effects of a 6-week treatment aimed at enhancing WTC in a group of 206 Yemeni rural high school EFL learners. Classes were randomly assigned to a control group (n = 102) or an experimental group (n = 104). The researcher designed one weekly 45-minute visualization lesson for the treatment group to help learners imagine themselves communicating in English; the control group did communicative activities. Results of an analysis of covariance indicate that the treatment group's WTC had increased significantly at the end of the intervention. Quantitative and qualitative analyses revealed students' perceptions of the effectiveness of the program. The study provides insights into the role of visualization to enhance students' WTC and suggests activities that teachers can use to enhance students' WTC. It shows that there are many ways besides visualization to stimulate the development of ideal L2 selves and that it is not difficult to conduct interventions at schools in Yemen or in any other developing country if teachers are given the appropriate activities, guidelines, planning sessions, and instructions. Practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01