The Effect of Teaching Communicative Strategy on EFL Learners’ Willingness to Communicate

Mirsane, Mansoureh; Khabiri, Mona

doi:10.17507/tpls.0602.24

Cited by 9 publications

(17 citation statements)

References 18 publications

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“…The lack of significant improvement in the control group depicted that simply offering communicative practice to learners using the polytechnic module was not sufficient to ensure improvement in oral communication ability. The results were consistent with studies of Mirsane and Khabiri (2016), Nakatani (2010), Rabab'ah (2015 and Teng (2012). However in Nakatani's study, it did not include strategies for own performance problem such as approximation and circumlocution because Nakatani reasoned that these strategies are directly relying as an internal psycholinguistic mechanism in order to solve particular lexical problems and are not an overtly interactive in nature.…”

Section: Discussionsupporting

confidence: 79%

Effect of Oral Communication Strategies Training on the Development of Malaysian English as a Second Language Learners’ Strategic Competence

Kuen

Rafik-Galea

Heng

2017

IJELS

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This study investigates the use of oral communication strategy instruction on English as a Second Language (ESL) learners’ oral communicative performance and their strategic competence. The treatment involved 12 weeks of training using oral communication strategies such as circumlocution, appeal for help, clarification request, fillers, comprehension check, confirmation checks, self-repair and topic avoidance. Strategies were integrated into the learners’ Communicative English 2 Course syllabus with Mechanical Engineering content. The study involved two intact control (n=34) and experimental groups (n=54). The control group only received the normal Communicative English course with no explicit focus on communication strategies (CS) while the experimental group received CS training designed with metacognitive strategies. Pre and posttest procedures were used to assess the effectiveness of the training and learners’ strategic competence. Five instruments were used to collect the data (oral proficiency test, oral communication test, transcripts of oral communication test, unstructured interview and self-report). The findings revealed that the experimental group significantly outperformed the control group after the training and the learners’ self-reports also revealed positive results. The results also revealed that the learners frequently used literal translation from their first language in their communication.

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Section: Discussionsupporting

confidence: 79%

Effect of Oral Communication Strategies Training on the Development of Malaysian English as a Second Language Learners’ Strategic Competence

Kuen

Rafik-Galea

Heng

2017

IJELS

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“…After 16 sessions of strategy training in their study, they found out that the learners appeared to be more willing to use the strategies and to communicate. Mirsane and Khabiri (2016) explained these results referring to MacIntyre and Noels (1994) estimating that strategy training helps the learners cope with negative psychology and comforts them to communicate in L2. Mehrgan (2013), on the other hand, explored socio-affective strategy use of the learners who are already willing to communicate.…”

Section: The Relationship Between Language Learning Strategy Use and mentioning

confidence: 98%

“…In addition, Öz, Demirezen, and Pourfeiz (2015) suggested that high levels of WTC lead to improving L2 achievement besides providing an environment for successful communication. According to MacIntyre and Doucette (2010), second language learning can be enhanced by increased levels of WTC among the language learners, and therefore researchers need to focus on how to do that especially in EFL contexts (Mirsane & Khabiri, 2016).…”

Section: Willingness To Communicate In L2mentioning

confidence: 99%

“…However, the studies on the interplay between these two main variables of the current study are really insufficient and limited to only one or two types of strategies. Among these small number of studies, Mirsane and Khabiri (2016) advocate that strategy instruction can improve WTC of learners. After 16 sessions of strategy training in their study, they found out that the learners appeared to be more willing to use the strategies and to communicate.…”

Section: The Relationship Between Language Learning Strategy Use and mentioning

confidence: 99%

“…Willingness to communicate (WTC) in L2 has also been subject to several studies revealing its association with different learner characteristics including perceived communication competence and anxiety (MacIntyre, 1994), shyness (Chu, 2008), L2 communication confidence and international posture (Yashima, 2002), personality, motivation, teachers' role, and learning context (Cameron, 2013). However, the interaction between these language learning strategy use and L2 WTC has been investigated in very few studies so far (Jamaleddin, 2015;MacIntyre & Noels, 1994;Mehrgan, 2013;Mirsane and Khabiri, 2016). Based on MacIntyre and Noels's (1994) findings showing that strategy training helps learners cope with psychological barriers and comforts them to communicate in L2, the current study aims at exploring the relationship between tertiary level EFL learners' language learning strategy use, WTC, and L2 achievement.…”

Section: Introductionmentioning

confidence: 99%

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The Relationship Between Efl Learners' Language Learning Strategy Use, Willingness to Communicate, and L2 Achi̇evement

Ayaz¹

2017

ijla

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This study aimed to explore the interactions between EFL learners' language learning strategy use, willingness to communicate (WTC), and L2 achievement. To do so, a quantitative study was conducted with 79 tertiary level EFL learners. These participants were prep-class students from two different state universities, and they were having intensive language courses during that one-year education. Data was collected using a 70-item composite instrument. To measure language learning strategy use of the participants, Oxford's (1990) Strategy Inventory for Language Learners (SILL) was used, and L2 WTC levels of the learners were determined via McCroskey's (1992) WTC scale. L2 achievement scores were calculated using their first term quiz and midterm results. To analyze the available data, SPSS Statistics 22.0 software was used. The results indicated that metacognitive and social strategies are the most commonly favored strategy types by both genders. In addition, learners with higher WTC in L2 use language learning strategies more frequently, and affective and memory-related strategies are the best predictors of L2 WTC. Finally, findings displayed that although WTC and language learning strategies are two important constructs influencing each other, they do not lead to increased L2 achievement. To conclude, this study clearly showed that WTC levels of the learners can be increased by providing the learners with strategy training and guiding them to use more strategies, so that, they can feel comfortable to use L2 in communication. Especially, affective and memory-related strategies need to be emphasized because of their greater predictive ability on L2 WTC.

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Communication Strategies, Difficulties, and Speaking Tasks in Foreign Language Learning

Chou

2024

Sage Open

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This study explored the communication strategies of college students majoring in one of five modern foreign languages (i.e., English, French, German, Japanese, and Spanish) and their relation to communication confidence. It also explored the association between their strategy use and the difficulty regarding the speaking components, and students’ feedback on pedagogical tasks to improve their speaking ability. A questionnaire survey of communication strategy was distributed to 538 college students in Taiwan, and semi-structured interviews were conducted with 20 students. The results showed that there was a statistically significant difference between the majored language and the use of communication strategies. Specifically, a one-way between-groups MANOVA revealed that the participants adopted the message reduction/alteration and fluency-oriented strategies frequently and equally, regardless of the language they studied. English and Spanish learners employed social affective, phonological awareness, and negotiation for meaning while speaking strategies more frequently than German learners. Students who reported difficulties in fluency, lexical resources, grammatical accuracy, and pronunciation while speaking the major language employed social affective strategies less frequently. Finally, students’ preferences for particular tasks reflected the speaking components they wished to foster. It is concluded that lexical and grammatical knowledge should be emphasized first to build communication confidence and strengthen fluency.

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The Effect of Teaching Communicative Strategy on EFL Learners’ Willingness to Communicate

Cited by 9 publications

References 18 publications

Effect of Oral Communication Strategies Training on the Development of Malaysian English as a Second Language Learners’ Strategic Competence

Effect of Oral Communication Strategies Training on the Development of Malaysian English as a Second Language Learners’ Strategic Competence

The Relationship Between Efl Learners' Language Learning Strategy Use, Willingness to Communicate, and L2 Achi̇evement

Communication Strategies, Difficulties, and Speaking Tasks in Foreign Language Learning

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