İngilizceyi Yabancı Bir Dil Olarak Öğrenen Öğrencilerin Sınıf İçi İngilizce İletişim Kurma İstekliliğini Etkileyen Faktörler Üzerine Nitel Bir İnceleme

Bu çalışma yabancı bir dil olarak İngilizce öğrenen öğrencilerin sınıf içi İngilizce iletişim kurma istekliliğini etkileyen faktörlere ilişkin algılarını incelemeyi amaçlamaktadır. Ölçüt örnekleme yöntemi ile seçilen katılımcılar, Balıkesir Üniversitesi’nde İngilizce dersini almış 32 öğrenciden oluşmaktadır. Nitel araştırma deseninin kullanıldığı bu çalışmada, veri toplama işlemi yarı-yapılandırılmış görüşmeler aracılığıyla gerçekleştirilmiştir. Görüşmelerden elde edilen veriler nitel içerik analizi tekniği ile analiz edilmiştir. Çalışmanın sonuçları, öğrencilerin sınıf içi İngilizce iletişim kurma istekliliğinin sınıf arkadaşları, öğretim yöntemleri, öğretmen, sınıf atmosferi, kullanılan materyaller, sınıf mevcudu, yabancı dil motivasyonu, dalga geçilme korkusu, yabancı dil kaygısı, hata yapma korkusu, konuya olan ilgi, konu aşinalığı, çekingenlik, içe dönüklük, kelime bilgisi, telaffuz, konuşma pratiği, algılanan iletişim yetkinliği ve geçmiş iletişim deneyimleri gibi çeşitli faktörler tarafından etkilendiğini göstermiştir. Sonuçlar ışığında, bazı pedagojik çıkarımlarda bulunulmuş ve gelecek çalışmalar için öneriler sunulmuştur.

A Qualitative Inquiry into the Factors Influencing EFL Learners’ in-class Willingness to Communicate in English

This study aims to examine English as a Foreign Language (EFL) learners’perceptions of the factors influencing their in-class willingness to communicate (WTC)in English. Having been selected through criterion sampling method, the participantsconsisted of 32 undergraduate EFL learners who took the English course at BalıkesirUniversity in Balıkesir, Turkey. In this study, which employed qualitative researchdesign, the data were collected through semi-structured interviews. The data generatedfrom the interviews were analyzed through qualitative content analysis. The results ofthe study showed that learners’ in-class WTC in English is affected by a variety offactors including classmates, instructional methods, teacher, classroom atmosphere,materials, class size, L2 motivation, fear of being ridiculed, L2 anxiety, fear of makingmistakes, topic interest, topic familiarity, shyness, introversion, vocabulary knowledge,pronunciation, practice, self-perceived communication competence and pastcommunication experience. In light of the results, some pedagogical implications wereprovided and suggestions for further research were given.

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