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Journals / International Journal of Assessment Tools in Education / 2022 / Cilt: 9 - Sayı: 3

Exploring how the use of a simulation technique can affect EFL students’ willingness to communicate

Houman BİJANİ
Masoumeh ABBASİ
Pages
613–630
Publication Date
2022-10-18
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The focus of this study was mainly on speaking skill; therefore, similar studies can be conducted regarding other language skills, e.g., writing, listening and reading.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study is intended to explore an applicable and effective model of simulated situation for English as a Foreign Language (EFL) learners and also investigate the effects of the simulated environment on Willingness to Communicate (WTC) of the learners.
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Key Findings & Data:To carry out this study, 300 elementary level EFL learners were chosen.
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Conclusion & Impact:The focus of this study was mainly on speaking skill; therefore, similar studies can be conducted regarding other language skills, e.g., writing, listening and reading.
🔬Design:Survey & Empirical Study
📍Scope:2001 Verileri
⚙️Variables:EFL learners · Elementary learners · Simulation

Abstract

This study is intended to explore an applicable and effective model of simulated situation for English as a Foreign Language (EFL) learners and also investigate the effects of the simulated environment on Willingness to Communicate (WTC) of the learners. To carry out this study, 300 elementary level EFL learners were chosen. A Key English Test (KET) was administered to ensure homogeneity on the learners. They were divided into two groups of experimental and control. A WTC questionnaire developed by Macintyre, Baker, Clement, and Conrod (2001) was used, after validation through Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Modeling, as an instrument to obtain primary data. The results of Mann- Whitney U test revealed that simulated environment had positive effects on the participants’ WTC. The findings of this study suggest that understanding how a simulated environment affects EFL learners’ success in speaking proficiency can help institutes to provide such environments for EFL learners and instructors. This method can be presented at different levels of English proficiency. The focus of this study was mainly on speaking skill; therefore, similar studies can be conducted regarding other language skills, e.g., writing, listening and reading.

Özet

This study is intended to explore an applicable and effective model of simulated situation for English as a Foreign Language (EFL) learners and also investigate the effects of the simulated environment on Willingness to Communicate (WTC) of the learners. To carry out this study, 300 elementary level EFL learners were chosen. A Key English Test (KET) was administered to ensure homogeneity on the learners. They were divided into two groups of experimental and control. A WTC questionnaire developed by Macintyre, Baker, Clement, and Conrod (2001) was used, after validation through Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Modeling, as an instrument to obtain primary data. The results of Mann- Whitney U test revealed that simulated environment had positive effects on the participants’ WTC. The findings of this study suggest that understanding how a simulated environment affects EFL learners’ success in speaking proficiency can help institutes to provide such environments for EFL learners and instructors. This method can be presented at different levels of English proficiency. The focus of this study was mainly on speaking skill; therefore, similar studies can be conducted regarding other language skills, e.g., writing, listening and reading.

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Cite This Article

BİJANİ, H., ABBASİ, M. (2022). Exploring how the use of a simulation technique can affect EFL students’ willingness to communicate. International Journal of Assessment Tools in Education, Cilt: 9 - Sayı: 3, 613–630. https://ajindex.com/articles/540026

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