Encouraging EFL Students’ Willingness to Communicate inside Vietnamese High School Classrooms: Teachers’ Strategies and Students’ Beliefs
Despite a currently proliferating interest in the second language (L2) willingness to communicate (WTC), much less has investigated Asian high school students’ beliefs about L2 teachers’ strategies to encourage WTC inside the classroom. This qualitative study explores the strategies employed by Viet...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Isfahan
2023-04-01
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| Series: | Applied Research on English Language |
| Subjects: | |
| Online Access: | https://are.ui.ac.ir/article_27069_f807d1dd2a5dddd3bf412ed80fb0a7e8.pdf |
| _version_ | 1797635038825676800 |
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| author | Viet Hoang Hung Bui |
| author_facet | Viet Hoang Hung Bui |
| author_sort | Viet Hoang |
| collection | DOAJ |
| description | Despite a currently proliferating interest in the second language (L2) willingness to communicate (WTC), much less has investigated Asian high school students’ beliefs about L2 teachers’ strategies to encourage WTC inside the classroom. This qualitative study explores the strategies employed by Vietnamese EFL teachers to encourage their students’ WTC inside the classroom and students’ beliefs about their teachers’ strategies. Data were collected from semi-structured interviews with seven teachers and eight students. Results revealed that the teachers employed six main strategy groups, namely grouping, warm-up, topic choice, correction strategies, class atmosphere, and motivational strategies. Also, the students indicated their preferences for some strategies and suggested other strategies which they believed to be effective. They expressed expectations and suggested ways to improve their teachers’ strategies to encourage WTC inside the classroom. The students’ preferences and recommendations of strategies reflected contextual factors. As WTC is a context-sensitive construct, it might be necessary for L2 teachers to understand their students’ beliefs to foster L2 WTC effectively inside the classroom. |
| first_indexed | 2024-03-11T12:15:35Z |
| format | Article |
| id | doaj.art-4ba7a3ee4dee4d5bbef8793533ca035f |
| institution | Directory Open Access Journal |
| issn | 2252-0198 2322-5343 |
| language | English |
| last_indexed | 2024-03-11T12:15:35Z |
| publishDate | 2023-04-01 |
| publisher | University of Isfahan |
| record_format | Article |
| series | Applied Research on English Language |
| spelling | doaj.art-4ba7a3ee4dee4d5bbef8793533ca035f2023-11-07T09:29:59ZengUniversity of IsfahanApplied Research on English Language2252-01982322-53432023-04-01122255010.22108/are.2022.134674.196827069Encouraging EFL Students’ Willingness to Communicate inside Vietnamese High School Classrooms: Teachers’ Strategies and Students’ BeliefsViet Hoang0Hung Bui1Department of English, Tra Vinh University, VietnamUniversity of Economics Ho Chi Minh City, VietnamDespite a currently proliferating interest in the second language (L2) willingness to communicate (WTC), much less has investigated Asian high school students’ beliefs about L2 teachers’ strategies to encourage WTC inside the classroom. This qualitative study explores the strategies employed by Vietnamese EFL teachers to encourage their students’ WTC inside the classroom and students’ beliefs about their teachers’ strategies. Data were collected from semi-structured interviews with seven teachers and eight students. Results revealed that the teachers employed six main strategy groups, namely grouping, warm-up, topic choice, correction strategies, class atmosphere, and motivational strategies. Also, the students indicated their preferences for some strategies and suggested other strategies which they believed to be effective. They expressed expectations and suggested ways to improve their teachers’ strategies to encourage WTC inside the classroom. The students’ preferences and recommendations of strategies reflected contextual factors. As WTC is a context-sensitive construct, it might be necessary for L2 teachers to understand their students’ beliefs to foster L2 WTC effectively inside the classroom.https://are.ui.ac.ir/article_27069_f807d1dd2a5dddd3bf412ed80fb0a7e8.pdfl2 willingness to communicatesocial interactionstudents’ beliefsteacher roleteachers’ strategies |
| spellingShingle | Viet Hoang Hung Bui Encouraging EFL Students’ Willingness to Communicate inside Vietnamese High School Classrooms: Teachers’ Strategies and Students’ Beliefs Applied Research on English Language l2 willingness to communicate social interaction students’ beliefs teacher role teachers’ strategies |
| title | Encouraging EFL Students’ Willingness to Communicate inside Vietnamese High School Classrooms: Teachers’ Strategies and Students’ Beliefs |
| title_full | Encouraging EFL Students’ Willingness to Communicate inside Vietnamese High School Classrooms: Teachers’ Strategies and Students’ Beliefs |
| title_fullStr | Encouraging EFL Students’ Willingness to Communicate inside Vietnamese High School Classrooms: Teachers’ Strategies and Students’ Beliefs |
| title_full_unstemmed | Encouraging EFL Students’ Willingness to Communicate inside Vietnamese High School Classrooms: Teachers’ Strategies and Students’ Beliefs |
| title_short | Encouraging EFL Students’ Willingness to Communicate inside Vietnamese High School Classrooms: Teachers’ Strategies and Students’ Beliefs |
| title_sort | encouraging efl students willingness to communicate inside vietnamese high school classrooms teachers strategies and students beliefs |
| topic | l2 willingness to communicate social interaction students’ beliefs teacher role teachers’ strategies |
| url | https://are.ui.ac.ir/article_27069_f807d1dd2a5dddd3bf412ed80fb0a7e8.pdf |
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