Unraveling Advanced EFL Learners’ L2 Willingness to Communicate in Extramural Digital Settings
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Considering the importance of willingness to communicate (WTC) as a critical component of effective pedagogy (MacIntyre et al., 1998), the present qualitative study investigated the affordances extramural digital settings (EDSs), as newly emerged popular environments, offer to advanced EFL learners. To this aim, we asked a purposeful sample of 8 Iranian undergraduate English students of both genders (4 males, 4 females), with an age range of 19 to 21, to partake in the study. Results of the analysis of semi-structured interviews suggested that despite providing advanced EFL learners with unique opportunities for the use of the target language, different aspects of EDSs might have diverse effects on each individual's L2 WTC. More specifically, L2 WTC was subject to considerable fluctuations because of the simultaneous and aggregate effect of different factors and the fluctuations exhibited substantial variation from learner to learner, moment to moment and in accordance with different purposes. The factors identified were classified into three major categories: Affective (attitude and self-confidence), contextual (interlocutor, social disapproval and cultural influences), and linguistic (language proficiency) variables. The findings of the study may offer insights into materials development by suggesting the integration of some activities and tasks which focus on the use of various social media platforms to the course materials. Moreover, English instructors need to acquire information on which social media platforms are more appropriate and could create an interesting and collaborative environment for students to communicate in the target language. For instance, they could form groups on social media to engage students in regular authentic interaction in L2 outside of the classroom context.
Abstract
Considering the importance of willingness to communicate (WTC) as a critical component of effective pedagogy (MacIntyre et al., 1998), the present qualitative study investigated the affordances extramural digital settings (EDSs), as newly emerged popular environments, offer to advanced EFL learners. To this aim, we asked a purposeful sample of 8 Iranian undergraduate English students of both genders (4 males, 4 females), with an age range of 19 to 21, to partake in the study. Results of the analysis of semi-structured interviews suggested that despite providing advanced EFL learners with unique opportunities for the use of the target language, different aspects of EDSs might have diverse effects on each individual's L2 WTC. More specifically, L2 WTC was subject to considerable fluctuations because of the simultaneous and aggregate effect of different factors and the fluctuations exhibited substantial variation from learner to learner, moment to moment and in accordance with different purposes. The factors identified were classified into three major categories: Affective (attitude and self-confidence), contextual (interlocutor, social disapproval and cultural influences), and linguistic (language proficiency) variables. The findings of the study may offer insights into materials development by suggesting the integration of some activities and tasks which focus on the use of various social media platforms to the course materials. Moreover, English instructors need to acquire information on which social media platforms are more appropriate and could create an interesting and collaborative environment for students to communicate in the target language. For instance, they could form groups on social media to engage students in regular authentic interaction in L2 outside of the classroom context.
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