Exploring how the use of a simulation technique can affect EFL students’ willingness to communicate

Year 2022, Volume: 9 Issue: 3, 613 - 630, 30.09.2022

Houman Bijani , Masoumeh Abbasi

https://doi.org/10.21449/ijate.987659

Abstract

This study is intended to explore an applicable and effective model of simulated situation for English as a Foreign Language (EFL) learners and also investigate the effects of the simulated environment on Willingness to Communicate (WTC) of the learners. To carry out this study, 300 elementary level EFL learners were chosen. A Key English Test (KET) was administered to ensure homogeneity on the learners. They were divided into two groups of experimental and control. A WTC questionnaire developed by Macintyre, Baker, Clement, and Conrod (2001) was used, after validation through Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Modeling, as an instrument to obtain primary data. The results of Mann- Whitney U test revealed that simulated environment had positive effects on the participants’ WTC. The findings of this study suggest that understanding how a simulated environment affects EFL learners’ success in speaking proficiency can help institutes to provide such environments for EFL learners and instructors. This method can be presented at different levels of English proficiency. The focus of this study was mainly on speaking skill; therefore, similar studies can be conducted regarding other language skills, e.g., writing, listening and reading.

Keywords

EFL learners, Elementary learners, Simulation, Speaking proficiency, Willingness to communicate

References

• Aleksandrzak, M. (2011). Problems and challenges in teaching and learning speaking at advanced learning. Glottodidactica, 37(1), 37–48. https://doi.org/10.14746/gl.2011.37.3
• Amirian, Z., Karamifar, Z., & Youhanaee, M. (2020). Structural equation modeling of EFL learners' willingness to communicate and their cognitive and personality traits. Applied Research on English Language, 9(1), 103 136. https://doi.org/10.22108/are.2019.116248.1451
• Byrne, B.M. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Lawrence Erlbaum Associates.
• Bystrom, K.E., Barfield, W., & Hendrix, C. (1999). A conceptual model of sense of presence in virtual environments. Teleoperators and Virtual Environments, 5(1), 109–121. https://doi.org/10.1162/105474699566107
• Clement, R., Baker, S.C., & MacIntyre, P.D. (2003). Willingness to communicate in a second language: The effect of context, norms, and vitality. Journal of Language and Social Psychology, 22(2), 190-209. https://doi.org/10.1177/0261927X03022002003
• Crookall, D., Greenblatt, C.S., Coote, A., Klabbers, J., & Watson, D. (Eds.) (1987). Simulation-gaming in the late 1980s (pp. 57-63). Pergamon.
• Crookall, D., & Oxford, R.L. (1990). The island game. In D. Crookall & R.L. Oxford (Eds.), Simulation, gaming, and language learning (pp. 251-259). Newbury House.
• Crookall, D., Coote, A., Dumas, D., & Le Gat, A. (1987). The ISAGA GAME: Inquisitive speaking and gameful acquaintance: A mix of tongues and communicating across cultures. In D. Crookall, C.S. Greenblatt, A. Coote, J. Klabbers & D. Watson (Eds.), Simulation-gaming in the late 1980s (pp. 57-63). Pergamon.
• Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
• Draper, J.V., Kaber, D. B., & Usher, J.M. (1998). Telepresence. Human Factors, 40(3), 354–375. https://doi.org/10.1518/001872098779591386
• Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Second Language Studies, 20(2), 29-70.
• Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. Chapman & Hall/CRC.
• Jones, G. (1986). Computer simulations in language teaching-The kingdom experiment. System, 14(2), 171-178. https://doi.org/10.1016/0346-251X(86)90007-2
• Jones, K. (1982). Simulations in language teaching. Cambridge University Press.
• Jones, L. (1983). Eight simulations. Cambridge University Press.
• Kemp, K.S. (2003). Simulation and communicative language teaching in the Spanish II classroom. Unpublished Master’s Thesis. University of Toledo.
• Kiany, Gh.R., Mahdavy, B., & Ghafar Samar, K. (2013). Motivational changes of learners in a traditional context of English education: A case study of high school students in Iran. International Journal of Research Studies in Language Learning, 2(1), 3-16. https://doi.org/10.5861/ijrsll.2012.92
• Lazarton, A. (2001). Teaching oral skills. In M. Celce-Murcia (Ed.). Teaching English as a second or foreign language (pp. 103–115). Heinle & Heinle.
• Li, R.C., & Topolewski, D. (2002). ZIP & TERRY: A new attempt at designing language learning simulation. Simulation & Gaming: An Interdisciplinary Journal, 33(2), 181–186. https://doi.org/10.1177/1046878102332006
• Liang, M.Y. (2012). Foreign lucidity in online role-playing games. Computer-Assisted Language Learning, 25(5), 455–473. https://doi.org/10.1080/09588221.2011.619988
• Liu, M. & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. Modern Language Journal, 92(1), 71–86. https://doi.org/10.1111/j.1540-4781.2008.00687.x
• Lyu, Y. (2006). Simulations and Second / Foreign Language Learning: Improving communication skills through simulations. (Electronic Thesis or Dissertation). Retrieved from https://etd.ohiolink.edu/
• MacIntyre, P.D. (1994). Variables underlying willingness to communicate: A causal analysis. Communication Research Reports, 11(2), 135 142. https://doi.org/10.1080/08824099409359951
• MacIntyre, P.D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1), 3-26. https://doi.org/10.1177/0261927X960151001
• MacIntyre, P.D., & Clément, R. (1996). A model of willingness to communicate in a second language: The concept, its antecedents, and implications. Paper presented at the 11th World Congress of Applied Linguistics, Jyväskylä, Finland.
• MacIntyre, P.D., Baker, S.C., Cle´ment, R., & Conrod, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. Studies on Second Language Acquisition, 23(3), 369 388. https://doi.org/10.1017/S0272263101003035
• MacIntyre, P.D., Dörnyei, Z., Clement, R., & Noels, K.A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
• Mallahi, O., & Hosseini, S. (2020). Predictors of performance of Iranian English language learners on speaking skill: A study of socially oriented personal attributes. Iranian Journal of Learning and Memory, 3(9), 75 86. https://doi.org/10.22034/iepa.2020.237449.1181
• McCroskey, J.C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40(1), 16-25. https://doi.org/10.1080/01463379209369817
• McCroskey, J.C. (1997). An introduction to rhetorical communication, (7th ed.). Needham Heights, Allyn and Bacon.
• McCroskey, J.C., & Richmond, V.P. (1987). Willingness to communicate and interpersonal communication. In J.C. McCroskey & J.A. Daly (Eds.), Personality and interpersonal communication (pp. 129-159). Sage.
• Nemitcheva, N. (1995). The Psychologist and games in the intensive foreign language game-based course. In D. Crookall & K. Arai (Eds.), Simulation and gaming across disciplines and Cultures (pp. 70-74). Sage Publications.
• Peterson, M. (2011). Towards a research agenda for the use of three-dimensional virtual worlds in language learning. CALICO Journal, 29(1), 67 80. https://doi.org/10.11139/cj.29.1.67-80
• Richards, J.C. (1985). The context of language learning. Cambridge University Press.
• Richards, J.C., & Rodgers, T.S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.
• Richmond, V.P., & Roach, D.K. (1992). Willingness to communicate and employee success in U.S. organizations. Journal of Applied Communication Research, 20(1), 95-112. https://doi.org/10.1080/00909889209365321
• Saslow, J., & Ascher, A. (2006). Top-Notch (2nd ed.). Pearson Education, Inc.
• Shankar, P.R., Piryani, R.M., Singh, K.K., & Karki, B.M. (2012). Student feedback about the use of role plays in Sparshanam: A medical humanities module. F1000Research, 1(6),1-11. https://doi.org/10.12688/f1000research.1-65.v1
• Sheybani, M. (2019). The relationship between EFL learners’ willingness to communicate (WTC) and their teacher immediacy attributes: A structural equation modelling. Cogent Psychology, 6(1), 1-15. https://doi.org/10.1080/23311908.2019.1607051
• Slater, M., & Wilbur, S. (1997). A framework for immersive virtual environments: Speculations on the role of presence in virtual environments. Teleoperators and Virtual Environments, 6(6), 603–616. https://doi.org/10.1162/pres.1997.6.6.603
• Thorne, S.I., Black, R.W., & Sykes, J.M. (2009). Second language use, socialization, and learning in internet interest communities and online gaming. The Modern Language Journal, 93(1), 802–821. https://doi.org/10.1111/j.1540-4781.2009.00974.x
• Wang, H. (2005). Comprehensible input in the real world and its implications for ESL teaching [Unpublished Masters Thesis]. University of Toledo.
• Wang, Y.F., Petrina, S., & Feng, F. (2017). VILLAGE-Virtual immersive language learning and gaming environment: Immersion and presence. British Journal of Educational Technology 48(2), 431-450. https://doi.org/10.1111/bjet.12388
• Wen, W.P., & Clement, R. (2003). A Chinese conceptualisation of willingness to communicate in ESL. Language, Culture and Curriculum, 16(1), 18 38. https://doi.org/10.1080/07908310308666654
• Witmer, B.G., & Singer, M.J. (1998). Measuring presence in virtual environments: A presence questionnaire. Presence, 7(3), 225–240. https://doi.org/10.1162/105474698565686
• Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66. https://doi.org/10.1111/1540-4781.00136
• Zarei, N., Saeidi, M., & Ahangari, S. (2019). Exploring EFL teachers’ socio-affective and pedagogic strategies and students’ willingness to communicate with a focus on Iranian culture. Education Research International, 9(1), 1-11. American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000