Disertasi

Efl students and teachers’ knowledge of factors contributing to willingness to communicate and teachers’ efforts in cultivating communication practices / Suci Nugrah Amalia

Abstrak
The willingness to communicate (WTC) of English-as-a-foreign-language (EFL) students requires a complicated process including individual and contextual factors. Neglecting the intricate interplay of these factors may hinder the attainment of desired levels of students rsquo WTC thus emphasizing the need for comprehensive investigation. The purpose of this research is to explore the complex interplay of individual and contextual factors as predictors of students rsquo WTC in the Indonesian context that includes motivation growth language mindset learner agency metacognition communication confidence self-perceived communicative competence (SPCC) and classroom environment. Furthermore this research also aims to investigate Indonesian EFL teachers rsquo knowledge of WTC factors and the implementation of their knowledge in form of classroom practices to enhance students rsquo WTC and cultivate communication practices in the classroom. This research employed both quantitative and qualitative method to answer three research questions. The first research question is what are the interrelationships among factors that contribute to willingness to communicate (WTC) in English (i.e motivation growth language mindset learner agency metacognition communication confidence self-perceived communicative competence (SPCC) and classroom environment) among EFL students in Indonesia To answer this question a survey study was used to collect the data from EFL students in Indonesia. As regards 310 EFL students in Indonesia participated in the survey. The collected data then analyzed using Partial Least Square-Structural Equation Modeling (PLS-SEM) to see the relationships among the factors affecting students rsquo WTC. The second research question is how is teachers rsquo knowledge regarding the factors that contribute to students rsquo WTC This question was also answered by using a survey to collect the data from EFL teachers in Indonesia where 106 teachers participated in this study. The statistical analysis of mean and standard deviation value was used to see the knowledge of EFL teachers. The third research question is how do teachers implement their knowledge of WTC-related factors in classroom practices To answer this question a case study was conducted by observing classroom practices of two EFL teachers from Java and Sumatera. The data from classroom observation were also supported by doing semi-structured interviews. The data from observations and interviews were analyzed by using the interactive model analysis. The findings for the first research question revealed positive interrelationships among the factors supporting twelve proposed hypotheses in this study. Motivation growth language mindset learner agency metacognition communication confidence SPCC and classroom environment were all identified as predictors of WTC. The results from the second research question indicated that English teachers possess a strong understanding of these factors as evidenced by high mean scores across variables. The findings of the third research question demonstrated that the teachers implement their knowledge into classroom practices through some efforts and teaching strategies to foster the factors enhancing WTC and cultivating communicative practices in the classroom. The study concludes that there is an alignment between students rsquo and teachers rsquo knowledge of the factors that contribute to students rsquo WTC. Moreover teachers rsquo knowledge was also realized in their teaching practices to cultivate students rsquo communication practices. Aligning teachers rsquo practices with the factors identified in the quantitative analysis can facilitate students rsquo WTC. In addition the practices carried out by EFL teachers differed due to some factors such as teaching experiences age and regional demographics. Furthermore it can be concluded that although the contextual factor namely classroom environment strongly influences students rsquo WTC individual factors played a more decisive role in varying WTC level. These findings do not only provide insights into the relationships among factors influencing students rsquo WTC but also highlight the importance of equipping teachers with the knowledge and skills necessary to foster a communication-rich classroom environment. This research provides a significant contribution to understanding the complex interplay between students rsquo WTC teachers rsquo knowledge and their instructional practices in EFL classrooms offering a novel perspective on aligning pedagogical strategies with specific influencing factors. The findings reveal a crucial alignment between students rsquo and teachers rsquo knowledge of the factors contributing to students rsquo WTC shedding light on the importance of congruence between understanding and practice. Furthermore the study highlights the relative weight of individual factors such as SPCC compared to contextual influences like the classroom environment in determining WTC levels. Moreover by emphasizing the importance of equipping teachers with tailored knowledge and practical skills to foster communication-rich environments the study proposes a transformative pathway for EFL instruction. This novel focus on teacher training and professional development as a vehicle for enhancing students rsquo WTC moves beyond descriptive findings and provides actionable strategies to bridge the gap between research and practice. Ultimately the research highlights its significance by offering a holistic framework for understanding and improving WTC through pedagogical alignment contributing both theoretical and practical advancements to the field of second language acquisition.

Informasi Detail

DDC

Rd 420.83 AMA e

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xvii, 144 lembar. : ilus. ; 30 cm.

Bahasa

No Reg

00010/RD/25

Edisi

Disertasi(Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - BERBICARA - STUDI DAN PENGAJARAN
2. BAHASA INGGRIS - KOMUNIKASI
3. ENGLISH - SPEAKING - STUDY AND TEACHING

Pembimbing

1. Prof. Dra. Hj. Utami Widiati, M.a., Ph.d.; 2. Dr. Mirjam Anugerahwati, M.a.; 3. Anik Nunuk Wulyani, S.pd, M.pd, Ph.d;

Lampiran Berkas