Pakistani Teachers’ Views About Their Undergraduates’ Willingness to Communicate in English Inside the Classroom
The main goal of modern second language (L2) pedagogy is to engender effective communication among its learners. Willingness to Communicate (WTC) has emerged as the most vibrant topic in L2 pedagogy, especially in the last two decades. A plethora of research on students’ views about their WTC has be...
Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universiti Putra Malaysia Press
2022
|
| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/39594/3/Pakistani%20Teachers%E2%80%99%20-%20Copy.pdf http://ir.unimas.my/id/eprint/39594/ http://www.pertanika.upm.edu.my/pjssh https://doi.org/10.47836/pjssh.30.3.16 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The main goal of modern second language (L2) pedagogy is to engender effective communication among its learners. Willingness to Communicate (WTC) has emerged as the most vibrant topic in L2 pedagogy, especially in the last two decades. A plethora of research on students’ views about their WTC has been conducted in a variety of contexts.
However, research on teachers’ views about their students’ WTC in English is still in its infancy. Thus, this study investigated ESL teachers’ views about their undergraduates’
WTC in English inside the classroom. The cluster sampling technique was used to collect data from 80 ESL teachers from eight universities in Khyber Pakhtunkhwa province of
Pakistan. The results revealed tha as high in most classroom situations, such as during groups, during activities with the same and opposite gender, when given preparation time, seated in the middle of the class, and in
front of the whole class. However, students showed a moderate level of WTC in situations such as sitting in front of the class and at the back of the class. A one-way ANOVA was performed to examine the differences between different classroom situations. The results showed significant differences in the teachers’ views about their students’ WTC in most classroom situations. Thus, the current study affirms that WTC is a dynamic variable that changes from situation to situation.
K |
|---|