Little is known about the effects of different instructional approaches on learner affect in oral interaction in the foreign language classroom. In a randomized experiment with Dutch pre-vocational learners (N = 147), we evaluated the effects of 3 newly developed instructional programs for English as a foreign language (EFL). These programs differed in instructional focus (form-focused vs. interaction strategiesoriented) and type of task (pre-scripted language tasks vs. information gap tasks). Multilevel analyses revealed that learners’ enjoyment of EFL oral interaction was not affected by instruction, that willingness to communicate (WTC) decreased over time, and that self-confdence was positively affected by combining information gap tasks with interactional strategies instruction. In addition, regression analyses
revealed that development in learners’ WTC and enjoyment did not have predictive value for achievement in EFL oral interaction, but that development in self-confdence did explain achievement in EFL
oral interaction in trained interactional contexts.

Van Batenburg, E. S., Oostdam, R. J., van Gelderen, A. J., Fukkink, R. G., & de Jong, N. H. Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect. The Modern Language Journal.

Bron: Pure UvA

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