The Effects of Rehearsal and Strategic Task Planning on L2 Willingness to Communicate

Autor/inn/en	Jamalifar, Golnaz; Salehi, Hadi
Titel	The Effects of Rehearsal and Strategic Task Planning on L2 Willingness to Communicate
Quelle	In: Language Learning Journal, 48 (2020) 2, S.162-169 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2017.1370605
Schlagwörter	Second Language Learning; English (Second Language); Second Language Instruction; Student Attitudes; Communication (Thought Transfer); Self Esteem; Foreign Countries; Learning Strategies; Teaching Methods; Comparative Analysis; Task Analysis; Instructional Effectiveness; Iran + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schülerverhalten; Communication; thought; Kommunikation; Gedanke; Self-esteem; Selbstaufmerksamkeit; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Unterrichtserfolg
Abstract	The present study utilised a sequential explanatory mixed methods design to explore the impact of rehearsal and strategic task planning on Iranian EFL students' L2 Willingness to Communicate (WTC) in English. Rehearsal and strategic task planning were introduced to groups of intermediate English students to examine their efficiency for enhancing L2 WTC. The results of the quantitative phase were complemented by interview data to further clarify the obtained results. The obtained results showed that strategic task planning did not exert an influence on L2 WTC, while rehearsal task planning was found to significantly improve L2 WTC. Qualitative data analyses indicated that rehearsal task planning improved WTC in L2 by enhancing linguistic self-confidence. Finally, the implications of this research study for research and practice in the field were presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01