The Effect of Group Dynamics-Oriented Instruction on Developing Iranian EFL Learners’ Speaking Ability and Willingness to Communicate

Abstract

The study investigated how group-dynamics instruction techniques of adaptable nature can be to the benefit of EFL (English as a Foreign Language) learners so as to develop and improve their willingness-to-communicate and speaking-ability in the long run. After analyzing the data via ANCOVA and EFA, the researcher selected 108 young Iranian male and female EFL learners in a language school in Tehran by means of convenient sampling technique. This investigation shows how EFL learners reacted to Group-Dynamics Oriented Instruction (GDOI). Later, the researchers instructed speaking tasks along with improving the learner's willingness to communicate. TOEFL PBT Test was run among participants for homogeneity purposes, and then the researchers used two parallel speaking section of PET test along with WTC questionnaire before and after the treatment process. The findings of the study bore witness to hypotheses of the study, indicating that GDOI was reliably effective in improving speaking ability and uplifting willingness to communicate. In the same line of analysis, the researcher proved that GDOI has improved EFL learner's willingness to communicate since GDOI provoked and triggered energy, interest, and inclination to partake in discussions in learners. As its effects on speaking ability were concerned, the results were interpreted as showing that GDOI would exert changes to L2 learners' conceptual and psychological predispositions that, in return, would determine the strategies and behaviors the learners employ to address the challenges of L2 learning.

Facilitating L2 WTC: A review of past studies

“…Other interventions which have been empirically proven to lessen anxiety and consequently increased WTC among L2 learners are using extended wait-time (Kamdideh & Barjesteh, 2019) and humour (Farahani & Abdollahi, 2018). Some recent teaching approaches that promote active learning such as problem-based learning (PBL) (Alikhani & Bagheridoust, 2017;Lin, 2017), debate instruction (DI) (Shamsudin et al, 2017) and group dynamics-oriented instruction (GDOI) (Marzban & Mahmoudvand, 2013) have also been used as treatments to increase L2 WTC. The participants in these studies worked on tasks that require them to engage in spoken discourse in the target language.…”

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“…This resonates with Yunus (2013) who mentioned that integration of ICT in teaching writing allows the teachers to validate the resources, facts, and figures given by the students as well as the students themselves can be further involved in the construction of knowledge and validating of sources and facts by questioning each other to ensure that the information posted is valid and legitimate. This group interdependency would further form a group dynamic over the period as Alikhani (2017) mentioned that if a group works as a cohesive group, cooperation and convergence can result in maximization of productivity. This suggested that overall, writing performance could have been better if the group is maintained for a longer period.…”

Implications of cognitive abilities in students’ performance in physics using group dynamics and visual-clue strategies

“…Cohesiveness not only improves the output and motivation of the group's members, but it also extends the life of the group. Group members who are able to understand and accept each other are more likely to save their group than those who do not (Alikhani & Bagheridoust, 2017;Pambudi et al, 2022;Rumalolas et al, 2021;Winnie, 2020). Each member of the group benefits from a feeling of belonging to a coherent group, as was previously stated.…”