Exploring Communicative Language Teaching to Investigate English Communication Willingness in EFL Learners’ Classroom

Aldha Williyan; Eka Apriani; Sirniawati Sirniawati; Utami Rosalina

doi:10.35445/alishlah.v15i3.3080

Exploring Communicative Language Teaching to Investigate English Communication Willingness in EFL Learners’ Classroom

Aldha Williyan, Eka Apriani, Sirniawati Sirniawati, Utami Rosalina

Abstract

Being Willing to Communicate (WTC) in English is significant since communicating in another language is considered to be a crucial part of learning a foreign language. Without it, the students only learn English in a passive way. This study, therefore, aims to explore the Communicative Language Teaching (CLT) to investigate the Willingness to Communicate (WTC) in English of EFL learners. This research uses mixed methods, especially Embedded Design, to explore CLT and investigate WTC in English of EFL learners. Qualitative analysis begins this research through observation and interviews. The results of both are then strengthened by the results of quantitative analysis through the questionnaire. It was found that there were various communicative activities implemented by the teacher. Those are effectively conducted by the teacher to promote communicative language teaching in the classroom. Another finding is that there are six WTC patterns, and the pattern of voluntary participation in class activities has the highest percentage of occurrences. The conclusion that can be drawn from this research is that the willingness to communicate (WTC) in English for EFL learners is regarded as high or very willing.

Keywords

Communicative Language Teaching; EFL Learners; Willingness to Communicate

Full Text:

PDF

References

Al-Murtadha, M., & Feryok, A. (2017). Studying English in Yemen: Situated Unwillingness to Communicate in Sociohistorical Time. Innovation in Language Learning and Teaching, 11(3), 230–240. https://doi.org/10.1080/17501229.2017.1317258

Alamri, W. A. (2018). Communicative Language Teaching: Possible Alternative Approaches to CLT and Teaching Contexts. English Language Teaching, 11(10), 132–138. https://doi.org/10.5539/elt.v11n10p132

Alqahtani, M. (2015). Saudi Students’ Willingness to Communicate and Success in Learning English as a Foreign Language. Journal of Language Teaching and Research, 6(6), 1195–1205. https://doi.org/10.17507/jltr.0606.06

Amiryousefi, M. (2018). Willingness to Communicate, Interest, Motives to Communicate with the Instructor, and L2 Speaking: A Focus on the Role of Age and Gender. Innovation in Language Learning and Teaching, 12(3), 221–234. https://doi.org/10.1080/17501229.2016.1170838

Basoz, T., & Erten, I. H. (2018). Investigating Tertiary Level EFL Learners’ Willingness to Communicate in English. English Language Teaching, 11(3), 87. https://doi.org/10.5539/elt.v11n3p78

Benson, S., Fischer, D., Geluso, J., & Von Joo, L. (2013). Effects of Communication Strategy Training on EFL Students’ Performance in Small-Group Discussions. Studies in Second Language Learning and Teaching, 3(2), 245. https://doi.org/10.14746/ssllt.2013.3.2.5

Cao, Y., & Philp, J. (2006). Interactional Context and Willingness to Communicate: A Comparison of Behavior in Whole Class, Group and Dyadic Interaction. System, 34(4), 480–493. https://doi.org/10.1016/j.system.2006.05.002

Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. United Kingdom: SAGE Publication.

Cutrone, P., & Beh, S. (2018). Investigating the Effects of Task-Based Language Teaching on Japanese EFL Learners’ Willingness to Communicate. The Journal of AsiaTEFL, 15(3), 566–589. https://doi.org/10.18823/asiatefl.2018.15.3.1.566

Desai, A. A. (2015). Characteristics and Principles of Communicative Language Teaching. Research in Humanities & Soc. Sciences, 3(7), 48–50.

Dewaele, J. M., & Pavelescu, L. M. (2021). The Relationship between Incommensurable Emotions and Willingness to Communicate in English as a Foreign Language: A Multiple Case Study. Innovation in Language Learning and Teaching, 15(1), 66–80. https://doi.org/10.1080/17501229.2019.1675667

Dos Santos, L. M. (2020). The Discussion of Communicative Language Teaching Approach in Language Classrooms. Journal of Education and E-Learning Research, 7(2), 104–109. https://doi.org/10.20448/journal.509.2020.72.104.109

Eisenring, M. A. A., & Margana, M. (2019). The Importance of Teacher – Students Interaction in Communicative Language Teaching (CLT). PRASASTI: Journal of Linguistics, 4(1), 46. https://doi.org/10.20961/prasasti.v4i1.17052

Ellis, R. (2015). The Importance of Focus on Form in Communicative Language Teaching. Eurasian Journal of Applied Linguistics, 1(2), 1–12. https://doi.org/10.1017/s0261444807214284

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.

Ghanbarpour, M. (2014). Instrumental and Integrative Orientations: Predictors of Willingness to Communicate in the Iranian EFL Context. Iranian Journal of Language Teaching Research, 2(2), 87–103.

Hadfield, J. (2007). Beginners’ Communication Games. United Kingdom: Longman Pearson.

Havwini, T. (2019). Indonesian EFL Students’ Willingness to Communicate in the 2013 Curriculum Implementation: A Case Study. TEFLIN Journal, 30(1), 105–120.

Huang, S.-H. (2016). Communicative Language Teaching: Practical Difficulties in the Rural EFL Classrooms in Taiwan. Journal of Education and Practice, 7(24), 186–202.

Idzni, Z. D., & Setiawan, W. (2021). An Investigation of Students’ Willingness to Communicate in Speaking Class in Online Learning. PROJECT (Professional Journal of English Education), 4(6), 909–921. Retrieved from https://journal.ikipsiliwangi.ac.id/index.php/project/article/view/8054

Irie, K. (2022). Rethinking the role of classroom communication: learning from older learners. Innovation in Language Learning and Teaching, 16(2), 107–117. https://doi.org/10.1080/17501229.2021.1884252

Jin, Y. J., & Yoo, I. W. (2019). Why Communicative Language Teaching Has Yet to Work in Korea: Exploring Teachers’ Viewpoints. Journal of Asia TEFL, 16(4), 1332–1347. https://doi.org/10.18823/asiatefl.2019.16.4.17.1332

Larsen-Freeman, D., & Anderson, M. (2011). Techniques Principles Language Teaching. Oxford: Oxford University Press.

Lee, J. S. (2019). EFL Students’ Views of Willingness to Communicate in the Extramural Digital Context. Computer Assisted Language Learning, 32(7), 692–712. https://doi.org/10.1080/09588221.2018.1535509

Lee, J. S., & Chen Hsieh, J. (2019). Affective Variables and Willingness to Communicate of EFL Learners in in-class, out-of-class, and Digital Contexts. System, 82, 63–73. https://doi.org/10.1016/j.system.2019.03.002

Lin, Y. T. (2019). Taiwanese EFL Learners’ Willingness to Communicate in English in the Classroom: Impacts of Personality, Affect, Motivation, and Communication Confidence. Asia-Pacific Education Researcher, 28(2), 101–113. https://doi.org/10.1007/s40299-018-0417-y

Macintyre, P. (2020). Expanding the Theoretical Base for the Dynamics of Willingness to Communicate. Studies in Second Language Learning and Teaching, 10(1), 111–131. https://doi.org/10.14746/ssllt.2020.10.1.6

Mesgarshahr, A., & Abdollahzadeh, E. (2014). The Impact of Teaching Communication Strategies on EFL Learners’ Willingness to Communicate. Studies in Second Language Learning and Teaching, 4(1), 51–76. https://doi.org/10.14746/ssllt.2014.4.1.4

Muamaroh, M., & Prihartanti, N. (2013). Willingness To Communicate in English: a Case Study of Indonesian University Students. Kajian Linguistik Dan Sastra, 25(1), 71–81.

Mystkowska-Wiertelak, A. (2016). Dynamics of classroom WTC: Results of a semester study. Studies in Second Language Learning and Teaching, 6(4), 651–676. https://doi.org/10.14746/ssllt.2016.6.4.5

Ng, C. H. (2020). Communicative Language Teaching (CLT) through Synchronous Online Teaching in English Language Preservice Teacher Education. International Journal of TESOL Studies, 2(2), 62–73. https://doi.org/10.46451/ijts.2020.09.06

Noori, A. (2018). Communicative Language Teaching (Clt) In Efl Context: Exploring Afghan Efl Lecturers’ Perceived Challenges in Implementing Clt. International Journal of Research, 5(16), 1049–1063.

Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to Communicate of EFL Learners in Turkish Context. Learning and Individual Differences, 37, 269–275. https://doi.org/10.1016/j.lindif.2014.12.009

Pawlak, M. (2018). Investigating the Use of Speaking Strategies in the Performance of Two Communicative Tasks: The Importance of Communicative Goal. Studies in Second Language Learning and Teaching, 8(2 Special Issue), 269–291. https://doi.org/10.14746/ssllt.2018.8.2.5

Peng, J. E. (2012). Towards an Ecological Understanding of Willingness to Communicate in EFL Classrooms in China. System, 40(2), 203–213. https://doi.org/10.1016/j.system.2012.02.002

Radosavlevikj, N. (2020). Teachers’ and Students’ perceptions and challenges in communicative language teaching. Journal of Teaching English for Specific and Academic Purposes, 8(3), 307–317. https://doi.org/10.22190/JTESAP2003307R

Reinders, H., & Wattana, S. (2015). Affect and Willingness to Communicate in Digital Game-Based Learning. ReCALL, 27(1), 38–57. https://doi.org/10.1017/S0958344014000226

Reza, M., Sarab, A., Monfared, A., & Meisam Safarzadeh, M. (2016). Secondary EFL School Teachers’ Perceptions of CLT Principles and Practices: An Exploratory Survey. Iranian Journal of Language Teaching Research, 4(3), 109–130. Retrieved from www.urmia.ac.ir/ijltr

Rezaei, S., & Naghibian, M. (2018). Developing Intercultural Communicative Competence through Short Stories: A Qualitative Inquiry. Iranian Journal of Language Teaching Research, 6(2), 77–96.

Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge: Cambridge University Press.

Richards, J. C., & Rodgers, T. S. (2016). Approaches and Methods in Language Teaching. In Cambridge University Press (3rd ed.). Cambridge: Cambridge University Press.

Sarfraz, S., Mansoor, Z., & Tariq, R. (2015). Teachers’ and Students’ Perceptions of the Communicative Language Teaching Methodology in the CALL Environment: A Case Study. Procedia - Social and Behavioral Sciences, 199, 730–736. https://doi.org/10.1016/j.sbspro.2015.07.604

Sato, R. (2019). Fluctuations in an EFL Teacher’s Willingness to Communicate in an English-Medium Lesson: An Observational Case study in Japan. Innovation in Language Learning and Teaching, 13(2), 105–117. https://doi.org/10.1080/17501229.2017.1375506

Tan, K. E., & Phairot, E. (2018). Willingness to Communicate among Thai EFL Students: Does English Proficiency Matter? Journal of Asia TEFL, 15(3), 590–602. https://doi.org/10.18823/asiatefl.2018.15.3.2.590

Tavakoli, M., & Zarrinabadi, N. (2018). Differential Effects of Explicit and Implicit Corrective Feedback on EFL Learners’ Willingness to Communicate. Innovation in Language Learning and Teaching, 12(3), 247–259. https://doi.org/10.1080/17501229.2016.1195391

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An Attempt to Implement CLT at a Japanese High School. Innovation in Language Learning and Teaching, 11(2), 177–187. https://doi.org/10.1080/17501229.2015.1088856

Toro, V., Camacho-Minuche, G., Pinza-Tapia, E., & Paredes, F. (2019). The Use of the Communicative Language Teaching Approach to Improve Students’ Oral Skills. English Language Teaching, 12(1), 110–118. https://doi.org/10.5539/elt.v12n1p110

Williyan, A. (2019). Teaching Speaking: Exploring Method of Teaching and Oral Corrective Feedback in Efl Learners’ Classroom. J-ELLiT (Journal of English Language, Literature, and Teaching), 3(2), 46–52. https://doi.org/10.17977/um046v3i2p10-16

Williyan, A., & Darma, V. P. (2022). A Portrait of Teaching Writing in EFL Learners ’ Classroom. Journal of English Education, 7(1), 36–45.

Yashima, T., MacIntyre, P. D., & Ikeda, M. (2018). Situated Willingness to Communicate in an L2: Interplay of Individual Characteristics and Context. Language Teaching Research, 22(1), 115–137. https://doi.org/10.1177/1362168816657851

Yasin, B., Aziz, Z. A., & Jannah, R. (2017). Communicative Language Teaching (CLT) for Teaching Speaking. English Education Journal, 8(3), 322–337.

Zarrinabadi, N., Lou, N. M., & Darvishnezhad, Z. (2021). To Praise or not to Praise? Examining the Effects of Ability vs. Effort Praise on Speaking Anxiety and Willingness to Communicate in EFL Classrooms. Innovation in Language Learning and Teaching, 0(0), 1–14. https://doi.org/10.1080/17501229.2021.1938079

Zarrinabadi, N., Lou, N. M., & Shirzad, M. (2021). Autonomy Support Predicts Language Mindsets: Implications for Developing Communicative Competence and Willingness to Communicate in EFL Classrooms. Learning and Individual Differences, 86(February), 1–8. https://doi.org/10.1016/j.lindif.2021.101981

DOI: https://doi.org/10.35445/alishlah.v15i3.3080