Situational and Individual Factors Engendering Willingness to Speak English in Foreign Language Classrooms

Autor/inn/en	Riasati, Mohammad Javad; Rahimi, Forough
Titel	Situational and Individual Factors Engendering Willingness to Speak English in Foreign Language Classrooms
Quelle	In: Cogent Education, 5 (2018) 1, Artikel 1513313 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Riasati, Mohammad Javad) ORCID (Rahimi, Forough)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2018.1513313
Schlagwörter	Second Language Learning; Second Language Instruction; Shyness; English (Second Language); Language Teachers; Curriculum Development; Self Esteem; Classroom Environment; Teaching Methods; Foreign Countries; Speech Communication; Classroom Communication; Student Attitudes; Accuracy; Anxiety; Communication (Thought Transfer); Familiarity; Teacher Role; Student Characteristics; Iran + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Schüchternheit; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Self-esteem; Selbstaufmerksamkeit; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Klassengespräch; Schülerverhalten; Angst; Communication; thought; Kommunikation; Gedanke; Lehrerrolle
Abstract	The present study is an attempt to investigate Iranian EFL learners' willingness to speak English in language classrooms, and the situational and individual factors that influence their willingness to speak. The study adopts a primarily quantitative approach, followed by qualitative data aimed at expanding and elaborating on the quantitative data. One hundred and fifty six EFL learners took part in the study. A researcher-made Willingness to Speak questionnaire was used to measure willingness to speak. To shed more light on learners' willingness to speak, semi-structured interviews were conducted with seven participants in order to arrive at richer findings. Several factors were identified as having an influence on learners' willingness to speak, including topic of discussion, effect of interlocutor, shyness, self-confidence, teacher, and classroom atmosphere. Results can bring about pedagogical implications for language educators and curriculum developers. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01