EFL Teachers’ Pedagogic Strategies and Students’ Willingness to Communicate: Teachers’ and Learners’ Perceptions

Journal of English Language Pedagogy and Practice

مقاله 9، دوره 12، شماره 24، آبان 2019، صفحه 179-201   

نوع مقاله: Research Paper

شناسه دیجیتال (DOI): 10.30495/jal.2019.671932

نویسندگان

Nahid Zarei¹؛ Mahnaz Saeidi^{* 2}؛ Saeideh Ahangari¹

¹Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

²Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

چکیده

This study explored both teachers’ and learners’ perceptions of teachers’ pedagogic strategies which may engender willingness to communicate (WTC) in an English as a foreign language class and the difference between their perceptions to detect how convergent or possibly how divergent these are. The project used a convenience sample of 300 students taking an intermediate English course and their teachers (N=60) in several English Language Institutes in Tabriz, Iran. The instruments included a Likert scale questionnaire on teachers’ pedagogic strategies and learners’ WTC completed by both teachers and learners. Based on the data collected from the questionnaires, it was revealed that the teachers and learners agreed on the role of teachers’ wait time in learners’ WTC but not on the other strategies such as motivating strategies, error correction strategies, and teachers’ congruence. The findings of the study have important implications for teachers in terms of reconsidering their pedagogic strategies to play their facilitating roles in engendering students’ WTC in the class. The results also have the implications for EFL teacher education in the new era of communication.

کلیدواژه‌ها

Willingness to communicate؛ Pedagogic strategies؛ Perception

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