Pyramid model of willingness to communicate versus communicative tasks: Can they reduce EFL learners' speaking barriers?
محورهای موضوعی : Curriculum Design and Development
Parissa Pedram Parsi
1
,
Neda Hedayat
2
,
Andisheh Saniei
3
1 - Department of English Translation, VaP.C., Islamic Azad University, Varamin, Iran.
2 - Department of English Translation, VaP.C., Islamic Azad University, Varamin, Iran.
3 - Department of English Language Teaching, Ro.C., Islamic Azad University, Roudehen, Iran.
کلید واژه: Communicative Tasks, Iranian EFL Learners, Pyramid Model of WTC, Speaking Barriers, Speaking Skill,
چکیده مقاله :
The present explanatory mixed methods study was designed to investigate the difference between the effects of using the pyramid model of Willingness to Communicate (WTC) and Communicative Tasks (CTs) on reducing Iranian English as a Foreign Language (EFL) learners' speaking barriers. The participants were 57 Iranian EFL learners selected based on convenience sampling from a language institute in Tehran. The Preliminary English Test (PET) results verified their homogeneity. To foster a stronger spirit of cooperation among the participants, they were placed in three different classes based on their tendencies; hence, the researchers could consider them as three groups: the Pyramid Model Group (PMG), the Communicative Tasks Group (CTsG), and the Conventional Approach Group (CAG) each including 19 participants. The PMG received instructions pertaining to the six levels of PM in willingness to communicate (WTC), while the CTsG received instructions based on information gap, reasoning gap, and opinion gap activities. The CAG relied on the Audio-Lingual Method (ALM), which the institute regularly followed. Accordingly, the three groups went through pretesting, intervention, and post-testing. The participants completed a speaking barriers survey as pre- and post-tests. Then, ten participants from the three groups were randomly selected and interviewed about the impact of the methods they had experienced on their speaking barriers. The Analysis of Variance (ANOVA) revealed the priority of the pyramid model of WTC over communicative tasks and conventional teaching in reducing learners' speaking barriers. The interview results also confirmed the quantitative findings indicating that anxiety, learners' low self-confidence, along with linguistic and instructional barriers could be reduced through being exposed to the pyramid model instructions. The results can be helpful for ELT professionals, EFL teachers and learners, and other stakeholders to hold more thriving L2 speaking classes.
The present explanatory mixed methods study was designed to investigate the difference between the effects of using the pyramid model of Willingness to Communicate (WTC) and Communicative Tasks (CTs) on reducing Iranian English as a Foreign Language (EFL) learners' speaking barriers. The participants were 57 Iranian EFL learners selected based on convenience sampling from a language institute in Tehran. The Preliminary English Test (PET) results verified their homogeneity. To foster a stronger spirit of cooperation among the participants, they were placed in three different classes based on their tendencies; hence, the researchers could consider them as three groups: the Pyramid Model Group (PMG), the Communicative Tasks Group (CTsG), and the Conventional Approach Group (CAG) each including 19 participants. The PMG received instructions pertaining to the six levels of PM in willingness to communicate (WTC), while the CTsG received instructions based on information gap, reasoning gap, and opinion gap activities. The CAG relied on the Audio-Lingual Method (ALM), which the institute regularly followed. Accordingly, the three groups went through pretesting, intervention, and post-testing. The participants completed a speaking barriers survey as pre- and post-tests. Then, ten participants from the three groups were randomly selected and interviewed about the impact of the methods they had experienced on their speaking barriers. The Analysis of Variance (ANOVA) revealed the priority of the pyramid model of WTC over communicative tasks and conventional teaching in reducing learners' speaking barriers. The interview results also confirmed the quantitative findings indicating that anxiety, learners' low self-confidence, along with linguistic and instructional barriers could be reduced through being exposed to the pyramid model instructions. The results can be helpful for ELT professionals, EFL teachers and learners, and other stakeholders to hold more thriving L2 speaking classes.
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