Abstract
The present study investigated the impact of two instructional methods, Debate and Philosophy Inquiry (PI), in enhancing Willingness to Communicate (WTC) among two groups of English as a Second Language (ESL) learners who were randomly selected. In each group there were sixteen participants. The researchers used independent samples t-test and paired samples t-test to analyze the collected data. The data analysis using paired samples t-test showed that both methods of instruction have a significant effect on learners’ WTC. However, the learners’ WTC increased more in Debate group comparing to the Philosophy Inquiry classroom discussion group. The results indicate that Debate is more effective than Philosophy Inquiry classroom discussion in enhancing ESL learners’ WTC.
Highlights
Willingness to Communicate (WTC) is “a personality-based, trait-like predisposition which is relatively consistent across a variety of communication contexts and types of receivers” (McCroskey & Baer, 1985, p. 6)
The present study investigated the impact of two instructional methods, Debate and Philosophy Inquiry (PI), in enhancing Willingness to Communicate (WTC) among two groups of English as a Second Language (ESL) learners who were randomly selected
The results indicate that Debate is more effective than Philosophy Inquiry classroom discussion in enhancing ESL learners’ WTC
Summary
Willingness to Communicate (WTC) is “a personality-based, trait-like predisposition which is relatively consistent across a variety of communication contexts and types of receivers” (McCroskey & Baer, 1985, p. 6). In recent years researchers have attempted to examine learners studying English as a second language (ESL) or English as a foreign language (EFL) to find their Willingness to Communicate; previous studies have not addressed the influence of these methods of instruction i.e., Debate and Philosophy Inquiry (PI) discussion, on students’ WTC. Both these approaches are known to be student centered and to promote learners’ communicative skills. They pointed out that anxiety is more crucial among advanced learners while for less experienced students, perceived competence is the key factor
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