Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect

Autor/inn/en	Van Batenburg, Eline S. L.; Oostdam, Ron J.; Van Gelderen, Amos J. S.; Fukkink, Ruben G.; De Jong, Nivja H.
Titel	Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect
Quelle	In: Modern Language Journal, 103 (2019) 1, S.308-326 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12545
Schlagwörter	Oral Language; English (Second Language); Second Language Learning; Second Language Instruction; Task Analysis; Self Esteem; Teaching Methods; Program Evaluation; Grammar; Student Attitudes; Prevocational Education; Foreign Countries; Interpersonal Communication; Interaction; Netherlands + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Aufgabenanalyse; Self-esteem; Selbstaufmerksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Programme evaluation; Programmevaluation; Grammatik; Schülerverhalten; Enterprise education; Vorberufliche Bildung; Ausland; Interpersonale Kommunikation; Interaktion; Niederlande
Abstract	Little is known about the effects of different instructional approaches on learner affect in oral interaction in the foreign language classroom. In a randomized experiment with Dutch pre-vocational learners (N = 147), we evaluated the effects of 3 newly developed instructional programs for English as a foreign language (EFL). These programs differed in instructional focus (form-focused vs. interaction strategies-oriented) and type of task (pre-scripted language tasks vs. information gap tasks). Multilevel analyses revealed that learners' enjoyment of EFL oral interaction was not affected by instruction, that willingness to communicate (WTC) decreased over time, and that self-confidence was positively affected by combining information gap tasks with interactional strategies instruction. In addition, regression analyses revealed that development in learners' WTC and enjoyment did not have predictive value for achievement in EFL oral interaction, but that development in self-confidence did explain achievement in EFL oral interaction in trained interactional contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01