The Effect of Communicative Activities on EFL Learners’ Motivation: A Case of Students in the Amazon Region of Ecuador

Abstract

Efecto de actividades comunicativas en la motivación de aprendices del inglés: un caso de estudiantes en la región amazónica del Ecuador AbstractThis study sought to shed light on the relationship between communicative activities and their impact on students' motivation to learn English as a Foreign Language (EFL). A total of 180 senior high school learners (86 male and 94 female) and 8 EFL teachers in a town of the Amazon region of Ecuador completed a questionnaire. A sample of these students and all of the teachers participated in a face-to-face interview. Both instruments were applied to obtain data concerned with use of communicative activities in the classroom and their relation with motivation. The data gathered was analyzed using a mixed-method approach, comprising quantitative and qualitative methods. Results showed that students and teachers believe that communicative activities are motivating. Furthermore, students feel highly motivated when participating in communicative activities because these enhance their fluency, pronunciation, and performance in the use of English in a realistic and enjoyable way since students are confident when they help each other during interaction in activities.

The Effect of Using Communicative Language Teaching Activities on EFL Students’ Speaking Skills at the University of Jeddah

“…If the study lasted for at least four months and involved teaching students twice a week using CLT activities, better results might be obtained. As Ochoa et al (2016) recommended in their study, if teachers use a CLT activity multiple times in the class, students will have more opportunities to practice English in the classroom. Another reason for the small effect size is that the number of participants was 21 from each group; if more participants were involved in the study, maybe there would be a larger difference between the groups' results.…”

“…Azadi et al (2015) suggested that devoting some hours of classroom time for students to interact with each other and motivating them to have profound conversations would lead to a more communicative environment. Ochoa et al (2016) explored the relationship between CLT activities and their effect on students' motivation to learn the English language. The research results showed that EFL students considered CLT activities to be motivating.…”

Developing Communicative Learning Materials for Teaching English as a Foreign Language to Students of Elementary Teacher Study Program of Flores University of East Nusa Tenggara

“…Moss and Ross-Fieldman (2003) stated that communicative activities can help to turn an English classroom into active, safe, and enjoyable place where literacy and beginning level learners can learn what they need and want to learn. On the same view Ochoa, Cabrera, Quiñónez, Castillo, and González (2016) on their research found that communicative activities are motivating. Students feel confident when they help each other during the interaction in activities such as class discussion, games, pair work, role plays, and group oral presentation.…”

Personal and Academic Aspects that Contributed to the Development of the English Language Competence of Students from a Language Teacher Education Program

“…A recent research done by Ochoa, Cabrera, Quiñónez, Castillo and González (2016) shows the impact of communicative activities on students who learn English as a second language. A mixed-method approach was applied in this study with a sample population of 180 high school students.…”

“…They were more motivated when they saw the teacher as a guide who helped them understand certain topics better and corrected them when they were wrong. Students felt that activities such as games, role plays and group work gave them the opportunity to use the language in a real context and most of all, in an enjoyable way (Ochoa, Cabrera, Quiñónez, Castillo, & González, 2016).…”