Akademik Veri Yönetim Sistemi
ILTERG Conference, Antalya, Türkiye, 8 - 10 Nisan 2019
This explanatory sequential mixed-methods study reports a research paper carried out on EFL learners’ willingness to communicate in English (WTCE) differences, and the reasons for these differences in the classrooms. There are some EFL learners whose WTCE is higher than others, and the reasons behind this issue is a subject that should be made clear to have EFL learners get the opportunity to practice speaking in English and to communicate in English verbally more in the English classrooms. To this end, 90 first-grade students studying at a private university in Ankara took part in this study. The current study which has a mixed-methods design is composed of both quantitative and qualitative approaches. In order to collect the quantitative data, a questionnaire was used to investigate whether there were some differences among the participants’ WTCE, whereas semi-structured interviews, and classroom observations were used to collect the qualitative data. For the analyses of the quantitative and qualitative data, statistical analyses via SPSS 23, and content analyses were performed, respectively. The quantitative results of the study indicated that there were significant differences among the students’ WTCE related to their English preparatory school backgrounds (attended or not), medium of instruction (30% English or 100% Turkish) and the total number of academic terms in their departments (four or eight). The qualitative results of the study suggested that the aims of the English lessons, students’ prior English education, and the quality of speaking tasks in the coursebooks were some of the reasons for such differences.