Promoting Thai EFL Learners’ Willingness to Communicate in the Virtual Classroom Through Technology-Mediated Oral Tasks
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Abstract
Willingness to communicate (WTC) in English in a classroom setting is considered a crucial factor for successfully learning English as a foreign language (EFL). This study investigated whether the intervention of technology-mediated oral tasks on the Flipgrid application designed as entrance and exit tickets could promote Thai EFL learners’ WTC in English in the virtual classroom. It also examined their perceptions towards this pedagogical practice. This intervention was implemented in an online English for Communication course for eight weeks. A mixed methods approach was employed in this study with 34 participants through pre-post WTC questionnaires, a Flipgrid questionnaire, and focus-group interviews. The results showed that the increase in learners’ overall WTC after the intervention was statistically significant (p<.001). Moreover, the students reported positive opinions towards the use of technology-mediated oral tasks in terms of academic engagement and in the improvement of speaking and listening skills. The study concludes with implications for best practices in the online English language classroom as well as suggestions for further research.
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References
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