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

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

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