A Qualitative Inquiry into the Factors Influencing EFL Learners' In-Class Willingness to Communicate in English

Autor/inn/en	Basöz, Tutku; Erten, Ismail Hakki
Titel	A Qualitative Inquiry into the Factors Influencing EFL Learners' In-Class Willingness to Communicate in English
Quelle	In: Novitas-ROYAL (Research on Youth and Language), 13 (2019) 1, S.1-18 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-4733
Schlagwörter	English (Second Language); Second Language Instruction; Student Attitudes; Student Participation; Interpersonal Communication; Undergraduate Students; Peer Influence; Teaching Methods; Teacher Influence; Classroom Environment; Class Size; Student Motivation; Familiarity; Anxiety; Student Interests; Psychological Patterns; Vocabulary; Pronunciation; Experience; Foreign Countries; Student Characteristics; Communication Skills; Language Skills; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interpersonale Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Klassengröße; Schulische Motivation; Angst; Studieninteresse; Wortschatz; Aussprache; Erfahrung; Ausland; Kommunikationsstil; Language skill; Sprachkompetenz; Türkei
Abstract	This study aims to examine English as a Foreign Language (EFL) learners' perceptions of the factors influencing their in-class willingness to communicate (WTC) in English. Having been selected through criterion sampling method, the participants consisted of 32 undergraduate EFL learners who took the English course at Balikesir University in Balikesir, Turkey. In this study, which employed qualitative research design, the data were collected through semi-structured interviews. The data generated from the interviews were analyzed through qualitative content analysis. The results of the study showed that learners' in-class WTC in English is affected by a variety of factors including classmates, instructional methods, teacher, classroom atmosphere, materials, class size, L2 motivation, fear of being ridiculed, L2 anxiety, fear of making mistakes, topic interest, topic familiarity, shyness, introversion, vocabulary knowledge, pronunciation, practice, self-perceived communication competence and past communication experience. In light of the results, some pedagogical implications were provided and suggestions for further research were given. (As Provided).
Anmerkungen	Children's Research Center-Turkey. Via Tower Is Merkezi, Bestepeler Mahallesi, Nergiz Sokak No 7-35 Sögütözü, Ankara 06530, Turkey. Tel: +90-312-2190219; Fax: +90-312-2190321; e-mail: submissions@novitasroyal.org; Web site: http://www.novitasroyal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01