A comparative study on the effects of peer influence on willingness to communicate in speaking activities in online and face-to-face EFL lessons

Abstract

The purpose of the study is to investigate whether English as a foreign language (EFL) learners are more willing to communicate and study with the same partners or different partners in speaking activities in pairs or small groups and to determine whether there are similarities or differences in learners’ views regarding the same and different partners according to different learning environments (face-to-face and online). A qualitative research design was adopted in the study. The participants were EFL learners at the School of Foreign Languages (SFL) of a state university in Izmir, Turkey. The participants were divided into two groups. The first group (FF) included 20 students who took face-to-face education and the second group (OL) consisted of 20 students who took online education. The qualitative data were collected from both groups by means of a structured written interview form. The results revealed two main themes (1-Feelings, 2- English language production process) and ten sub-themes (1a- positive feelings, 1b- negative feelings, 1c- both positive and negative feelings, 2a- developing intimacy, 2b- collaboration and ease of communication, 2c- insufficiency of English language production, 2d-increase of knowledge, 2e-use of speaking skills, 2f- insufficiency of socialization and interaction, 2g- challenges of online education). The study compares both groups with respect to the above themes and subthemes and discusses implications for the teaching of English.

Keywords

• English as a foreign language
• Willingness to communicate
• Peer influence
• Same partners
• Different partners

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