A Comparative Study on Elementary School Students’ Willingness to Communicate in Online and Offline English Classes
2
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
Individual learners’ communicative inclinations in online classes are gaining more and more attention. However, there has been little comparative analysis on how learners’ willingness to communicate (WTC) in English varies in offline and online classes. This study aims to compare elementary school students’ L2 WTC in the two class situations and analyze the difference in relation to the learner’s individual differences. Forty-two students participated in six sessions of English speaking classes: three sessions via Zoom video conference and the other three in face-to-face classes. Three rounds of the survey were carried out after the classes to measure their L2 WTC (online & offline) and the other five learner variables: communication anxiety, English learning motivation, international posture, self-perceived communication competence, and frequency and amount of communication in English (online & offline). Then interviews were conducted with a focus group of three pairs of students. The results found that their L2 WTC was lower in online classes than in offline classes. The thematic analysis of the interviews revealed that limited interaction patterns, less social presence, limited nonverbal communication, and technological issues reduced online L2 WTC. In addition, correlation analysis showed that each learner variable had a stronger correlation with WTC in offline than in online classes. The results of the study suggest that online classes should be used as an auxiliary for face-to-face classes and that interaction patterns suitable for individual learners should be used to overcome the limitations of online classes and increase students’ WTC.
Abstract
Individual learners’ communicative inclinations in online classes are gaining more and more attention. However, there has been little comparative analysis on how learners’ willingness to communicate (WTC) in English varies in offline and online classes. This study aims to compare elementary school students’ L2 WTC in the two class situations and analyze the difference in relation to the learner’s individual differences. Forty-two students participated in six sessions of English speaking classes: three sessions via Zoom video conference and the other three in face-to-face classes. Three rounds of the survey were carried out after the classes to measure their L2 WTC (online & offline) and the other five learner variables: communication anxiety, English learning motivation, international posture, self-perceived communication competence, and frequency and amount of communication in English (online & offline). Then interviews were conducted with a focus group of three pairs of students. The results found that their L2 WTC was lower in online classes than in offline classes. The thematic analysis of the interviews revealed that limited interaction patterns, less social presence, limited nonverbal communication, and technological issues reduced online L2 WTC. In addition, correlation analysis showed that each learner variable had a stronger correlation with WTC in offline than in online classes. The results of the study suggest that online classes should be used as an auxiliary for face-to-face classes and that interaction patterns suitable for individual learners should be used to overcome the limitations of online classes and increase students’ WTC.
참고문헌 (37)
- Al-Amrani, S. N., "The impact of online social presence on Omani female students’ willingness to communicate in English", Computer-Assisted Language Learning Electronic Journal, 21(2), pp.220~237 (2020)
- Burgoon, J. K., "The unwillingness-to-communicate scale : Development and validation", Communication Monographs, 43(1), pp.60~69 (1976)
- Cao, Y., "Interactional context and willingness to communicate : A comparison of behavior in whole class, group and dyadic interaction", System, 34(4), pp.480~493 (2006)
- Cha, H., "Korean elementary ESOL students' English language anxiety and defense mechanism in the ESOL and mainstream classes: Theoretical and pedagogical implications for TESOL", Doctor, pp.2006
- 조수민, "영어 온라인 수업에 관한 교사와 학생 인식: 초등학교 사례연구", 외국어교육연구, 35(3), pp.95~115 (2021), 외국어교육연구소[DOI]
- Clément, R., "Aptitude, attitude and motivation in second language proficiency : A test of Clement's model", Journal of Language and Social Psychology, 4(1), pp.21~37 (1985)
- Courtney, M. G. R., "International posture, L2 motivation, and L2 proficiency among South Korean tertiary EFL learners", Master, pp.2008
- Cummings, M. C., ""Because we are shy and fear mistaking" : Computer mediated communication with EFL writers", Journal of Basic Writing, 23(2), pp.23~48 (2004)
- Darasawang, P., "Willingness to communicate and second language proficiency : A correlational study", Education Sciences, 11(9), pp.517~528 (2021)
- Freiermuth, M., "Willingness to communicate : Can online chat help", International Journal of Applied Linguistics, 16(2), pp.189~212 (2006)
- "G20 Education Ministers’ Declaration", ~ (2021)
- Gardner, R. C., "Social psychology and second language learning: The role of attitudes and motivation" (1985), Edward Arnold
- Ghonsooly, B., "Willingness to communicate in English among Iranian non-English major university students", Journal of Language and Social Psychology, 31(2), pp.197~211 (2012)
- 전원정, "학습 동기 증진 언어하기 활동이 초등학생의 영어 학습 동기에 미치는 영향", 초등영어교육, 21(2), pp.147~174 (2015), 한국초등영어교육학회
- 김인옥, "초등학교 6학년 영어 교과서 말하기 활동 분석", 교육과정평가연구, 18(3), pp.161~182 (2015), 한국교육과정평가원
- 김경자, "온라인 영어 수업에서 학습 동기와 의사소통의지: 구조방정식 모형", Studies in English Education, 25(4), pp.653~674 (2020), 글로벌영어교육학회
- Kim, M. Y., "The relationship between language anxiety and communication strategies in English speaking class focusing on elementary school students", Master, pp.2017
- Kissau, S., "Leveling the playing field : The effects of online second language instruction on student willingness to communicate in French", CALICO Journal, 27(2), pp.277~297 (2010)
- Le, T. V., "The relationship between willingness to communicate and social presence in an online English language course", JALT CALL Journal, 14(1), pp.43~59 (2018)
- 이해련, "EFL 학습자의 WTC와 의사소통행동 분석", 언어학 연구, (32), pp.189~208 (2014), 한국중원언어학회[DOI]
- MacIntyre, P. D., "Variables underlying willingness to communicate : A causal analysis", Communication Research Reports, 11(2), pp.135~142 (1994)
- MacIntyre, P. D., "Conceptualizing willingness to communicate in a L2 : A situational model of L2 confidence and affiliation", The Modern Language Journal, 82(4), pp.545~562 (1998)
- MacIntyre, P. D., "Personality, attitudes, and affect as predictors of second language communication", Journal of Language and Social Psychology, 15(1), pp.3~26 (1996)
- Matsumura, S., "Computer anxiety and students' preferred feedback methods in EFL writing", The Modern Language Journal, 88(3), pp.403~415 (2004)
- McCroskey, J. C., "Willingness to communicate: The construct and its measurement", Annual Convention of the Speech Communication Association (1985)
- 문지혜, "온라인 학습 플랫폼 니어팟을 활용한 초등영어 수업의 효과 및 개선 방안", 외국어교육연구, 36(3), pp.167~188 (2022), 외국어교육연구소[DOI]
- 배태일, "제2언어 의사소통 의사 구조 모형 연구", 영어교육, 66(4), pp.307~327 (2011), 한국영어교육학회[DOI]
- 박혜숙, "The Relationships of WTC and Motivation in Korean EFL Learners’ Oral Communicative Competence", 영어영문학연구, 39(1), pp.243~271 (2013), 대한영어영문학회[DOI]
- Peng, J. E., "Willingness to communicate in English : A model in the Chinese EFL classroom context", Language Learning, 60(4), pp.834~876 (2010)
- Philp, J., "Peer interaction and second language learning" (2014), Routledge
- Plonsky, L., "How big is"big"? Interpreting effect sizes in L2 research", Language Learning, 64(4), pp.878~912 (2014)
- Reinders, H., "Affect and willingness to communicate in digital game-based learning", ReCALL, 27(1), pp.38~57 (2014)
- Said, M. M., "EFL students’willingness to communicate in online learning at higher education in Indonesia", Multicultural Education, 7(5), pp.340~346 (2021)
- Waldeck, J., "Teacher e-mail message strategies and students’willingness to communicate online", Journal of Applied Communication Research, 29(1), pp.54~70 (2001)
- 양희진, "직장인 학습자의 온라인 영어토론수업에 대한 인식 및 영어사용 수준에 따른 의사소통의지의 차이에 대한 연구", 멀티미디어 언어교육, 24(1), pp.64~86 (2021), 한국멀티미디어언어교육학회[DOI]
- Yashima, T., "Willingness to communicate in a second language : The Japanese EFL context", The Modern Language Journal, 86(1), pp.54~66 (2002)
- Yashima, T., "The influence of attitudes and affect on willingness to communicate and second language communication", Language Learning, 54(1), pp.119~152 (2004)