A Research on Students’ Interest in Using English to Speak with Their Peers (original) (raw)
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Willingness to Communicate in English: A Case Study of EFL Students at King Khalid University
The main purpose of learning a foreign language is to use it for meaningful and effective communication both inside and outside the classroom. This paper is devoted to identifying the main communication difficulties faced by EFL students at King Khalid University (KKU) and exploring the reasons that lie behind these difficulties. The paper investigates the participants' willingness to communicate (WTC) in English when they have an opportunity and highlights the personality traits that affect students' oral communication in English. To this end, two types of instruments were used: a questionnaire and a semi-structured interview. Both the questionnaire and the interview attempted to measure four types of communicative contexts (public speaking, meetings, group discussions and interpersonal conversations) and three types of interlocutors (strangers, acquaintances and friends). The findings reveal the EFL students' WTC in English at KKU and how their personality traits affect their WTC. Moreover, the paper suggests some recommendations for overcoming EFL students' unwillingness to communicate in English.
Students’ Willingness to Communicate (WTC) in English Language : A Case Study
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This research primary objective is to identify the factors influencing students' propensity to communicate in English at MTs N 8 Muaro Jambi. The second objective is to determine how willing pupils are to communicate in English at MTs N 8 Muaro Jambi. The qualitative descriptive method was utilised in the study's design. This research was conducted with ninth-grade students from MTs N 8 Muaro Jambi. This research data was collected through interviews, and based on the findings and discussions, a number of factors influenced students' propensity to communicate in English. There are two different categories of factors: internal and external. Regarding internal factors, the students' willingness is affected by their self-willingness. Regarding external factors, the teacher, the classroom environment, and the effect of the topic influence students' resolve. The most influential of these factors are self-will and classroom environment. The majority of students stated that they are eager to use English when communicating. The students' propensity to communicate in English at MTs N 8 Muaro Jambi is divided into two levels, namely high level and medium level, based on the findings of the second research question. Students believe that using English is essential for various purposes. In this study, the researcher suggests that students can increase their willingness to communicate in English.
Students’ Willingness to Communicate Using English: A Survey Study
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In Indonesia, one of the common problems encountered by many English teachers during the process of teaching and learning in the classroom is students’ unwillingness to communicate using English. Having learners who are willing to communicate using English in class is essential in a language classroom that following the communicative approach (Riasati, 2012). This study aims to investigate students’ perceptions towards willingness to communicate using English in the classroom. It employs a quantitative approach, survey research design. To know the students’ willingness to communicate using English, a well-known FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz, E.K., Horwitz, and M. B., Cope J. (1986) was adapted. 115 students of SMK Negeri 10 Malang participated as the respondents. Based on the findings, it is concluded that tenth and eleventh grade students at SMK Negeri 10 Malang have a positive opinion towards willingness to communicate using English in the c...
Indonesian, Malaysian and Thai Secondary School Students’ Willingness to Communicate in English
2020
Purpose – This quantitative study explored willingness to communicate (WTC) across two settings, ESL in Malaysia, and EFL in Indonesia and Thailand. Participants’ WTC levels were measured and communicative situations in which participants were almost always willing and almost never willing to communicate in English were identified.Method – Convenience sampling was used to select the three countries, four secondary schools and 42 intact classes from Years 7 to 10. Two schools were in Malaysia, while one school each was in Indonesia and Thailand. A total of 1038 participants, consisting of 291 Malaysians, 325 Indonesians and 422 Thais took part in the study. The instrument used was an adapted questionnaire measuring WTC inside and outside the English classroom.Findings – The major findings were: 1) Situations in which students were almost never willing to communicate in English were mainly found outside the classroom; 2) Students were almost always willing to communicate in English in...
The Relationship Between Willingness to Communicate and English Language Proficiency
Proceedings of the 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019), 2020
One of the effective aspects assumed in influencing student success in foreign language learning is the Willingness to Communicate (WTC). This correlational study was intended to explore any possible relationship between students' willingness to communicate and English Language Proficiency. The participants of this study were 23 Graduate students majoring in English Language Education at Yogyakarta State University. The instrument was a questionnaire of Willingness to Communicate in a Foreign Language Scale (WTC-FLS) developed and also validated by Baghaei (2012). It consisted of 20 items with a five-point Likert scale. The validity of the questionnaire was acceptable, while the reliability was 0.899. Moreover, the study used the score of students' ProTEFL (Proficiency Test of English as a Foreign Language) as a measure of their English Language Proficiency. For data analysis, it employed A Person Product-moment Correlation analysis. The analysis result revealed that there was no correlation between Willingness to Communicate and English language proficiency. It showed that students who had a high score of English language Proficiency did not always have the willingness to communicate in English or vice versa.
EFL Education Journal
This study aims at revealing factors affecting senior high school students’ willingness to communicate (WTC) in English in the classroom. This study employed a descriptive research design, and was situated in an Indonesian state senior high school in Sumenep, Madura. The data were collected from 57 students by using an adapted questionnaire taken from Riasati & Rahimi (2018), and the result was analyzed using descriptive statistics. The findings revealed that the students’ WTC in English in class were affected by both individual and situational factors. The individual factors here include L2 self-confidence, L2 self-perceived communication competence, L2 anxiety, and fear of making mistakes. Meanwhile, the situational factors consist of task types, interlocutors’ effects, topics of discussion, and seating locations. Thus, it was suggested that the English teachers should not only encourage the students’ self-confidence in speaking English, or convince them that making mistakes is pa...
Indonesian, Malaysia and Thai secondary school students' willingness to communicate in English
2020
Purpose – This quantitative study explored willingness to communicate (WTC) across two settings, ESL in Malaysia, and EFL in Indonesia and Thailand. Participants’ WTC levels were measured and communicative situations in which participants were almost always willing and almost never willing to communicate in English were identified.Method – Convenience sampling was used to select the three countries, four secondary schools and 42 intact classes from Years 7 to 10. Two schools were in Malaysia, while one school each was in Indonesia and Thailand. A total of 1038 participants, consisting of 291 Malaysians, 325 Indonesians and 422 Thais took part in the study. The instrument used was an adapted questionnaire measuring WTC inside and outside the English classroom. Findings – The major findings were: 1) Situations in which students were almost never willing to communicate in English were mainly found outside the classroom; 2) Students were almost always willing to communicate in English i...
International Journal of Innovation, Creativity and Change, 2020
While there are ample studies on willingness to communicate (WTC) that do not specify the subject characteristics of the studies, a study on low willingness to communicate focusing on the factors of students with a high English ability is needed. This study investigates WTC factors in 110 EFL students majoring in ELT in Indonesia with low WTC and high English ability using a mixed-method approach. After assessing the inferential statistics, the partial and multiple regression analyses were applied to know the variables. To get more comprehensive data about the positive and significant variables, deep-interviews were carried out on the selected students. The findings show that the WTC factors are influenced by some conditions such as confidence and classroom environment. It is suggested that WTC factors for the subject characteristics are required to be carried out by other antecedents, propensities and contexts.
Langkawi: Journal of The Association for Arabic and English
Research into willingness to communicate in English has gained momentum in second/foreign language learning recently. Applied linguists have argued for the factors that may hinder learners to communicate in English. However, although extensive studies on willingness to communicate in English have been carried out, the studies have much focused on university and high school students. As a result, very little is known about the hindrances of students' willingness to communicate in English in the context of vocational high schools. To fill such a lacuna, this study was designed to explore hindrances of willingness to communicate in English among Indonesian vocational high school students. In-depth interviews were conducted with 6 participants from three Indonesian vocational high schools with regard to the hindrances they encountered when communicating in English. To analyze the data, we employed Braun and Clarke’s (2006) thematic analysis. Findings from the study suggest four emer...
Factors Affecting Efl Students' Unwillingness to Communicate in English in Campus
2017
Language learners’ willingness to communicate in the target language is the key role in achieving their language learning goals. The notion of ‘Willingness to Communicate’ (WTC) is a model or concept that integrates psychological, linguistic, and communicative variables in order to describe, explain, and predict foreign or second language communication. This study was conducted to explore the possible factors affecting EFL students’ unwillingness to communicate in English in campus. The data w ere gathered from th re e research participants using unstructured interview and were analyzed qualitatively using narrative inquiry method and thematic analysis strategy . The findings of th is study revealed that the main factors affecting the students’ unwillingness to communicate in English during the learning time in campus were linguistic, psycholinguistic, socio-cultural, and institutional factors. And among those major factors, socio-cultural and institutional factors were identified t...