EFL STUDENTS’ EXPERIENCES OF WILLINGNESS TO COMMUNICATE IN EXTRAMURAL DIGITAL CONTEXT
DOI:
https://doi.org/10.26618/exposure.v10i2.5660Keywords:
Extramural Digital Context, Willingness to Communicate, EFL studentsAbstract
This study investigate the positive relationship between extramural digital activities and EFL students’ willingness to communicate. Extramural digital context is learning English outside the classroom without teachers’ involvement. It encourages EFL students to feel more comfortable in L2 willingness to communicate. Furthermore, this research investigated students’ experiences and factors that may influence EFL students’ willingness to communicate towards extramural digital context using qualitative research, specifically case study as the research design. The researcher collected the data from six EFL students from several universities in Indonesia with four female and two male using semi-structured interview and questionnaires. The interviews data were analyzed by using thematic analysis and using descriptive statistics analysis for the questionnaires. The findings showed that the convenience of extramural digital context and students’ self-confidence indicate as the factors that influence students’ willingness to communicate using English. Additionally, based on students’ experiences of using extramural digital context, listening to music is considered as the most frequently used by students. This research contribute to gain deep understanding about L2 willingness to communicate and extramural digital context. In pedagogical insight, this research help English teacher to facilitate EFL students in extramural digital context to increase students’ willingness to communicate.
References
Benson, P. (2011). Language Learning and Teaching Beyond the Classroom: An Introduction to the Field. In Beyond the Language Classroom (pp. 7–16). Palgrave Macmillan UK. https://doi.org/10.1057/9780230306790_2
Braun, V., & Clarke, V. (2013). Successful Qualitative Research: A Practical Guide for Beginners. SAGE.
Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational Research Competencies for Analysis and Applications (10 th ed.). Pearson.
Kruk, M. (2019). Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: the case of two advanced learners of English. Computer Assisted Language Learning, 0(0), 1–27. https://doi.org/10.1080/09588221.2019.1677722
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(300), 63–73.
https://doi.org/10.1016/j.system.2019.03.002
Lee, J. S., & Drajati, N. A. (2019). Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language. Australasian Journal of Educational Technology, 35(5), 168–182. https://doi.org/10.14742/ajet.5177
Lee, J. S., & Dressman, M. (2018). When IDLE hands make an English workshop: Informal digital learning of English and language proficiency. TESOL Quarterly, 52(2), 435–445. https://doi.org/10.1002/tesq.422
Muamaroh; Prihartanti, N. (2013). Willingness to communicate in English: A case study of Indonesian university students. Kajian Linguistik Dan Sastra, 25(1), 71–81.
Ningsih, S. K., Narahara, S., & Mulyono, H. (2018). An Exploration of Factors Contributing to Students’ Unwillingness to Communicate in a Foreign Language across Indonesian Secondary Schools. International Journal of Instruction, 11(4), 811–824. https://doi.org/10.12973/iji.2018.11451a
Sundqvist, P., & Sylvén, L. K. (2016). Extramural English in Teaching and Learning. Palgrave Macmillan UK. https://doi.org/10.1057/978-1-137-46048-6
Tan, K. E., Lee Yen Abdullah, M. N., Abdullah, A., Ahmad, N., Phairot, E., Jawas, U., & Liskinasih, A. (2020). Indonesian, Malaysian and thai secondary school students’ willingness to communicate in english. Malaysian Journal of Learning and Instruction, 17(1), 1–24. https://doi.org/10.32890/mjli2020.17.1.1
Zarrinabadi, N., Ketabi, S., & Abdi, R. (2014). Facilitating Willingness to Communicate in the Second Language Classroom and Beyond. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(5), 213–217. https://doi.org/10.1080/00098655.2014.924895
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
