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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture
Shinozaki, Fumiya
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Education Languange, Linguistic, Communication & Media

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Factors Promoting Speech: Analysis of Output During Discussion Activities Shinozaki, Fumiya; Yokoyama, Satoshi
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 1 (2023): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v8i1.2983

Abstract

Sixty-one junior high school students in Japan participated twice in an online English group conversation lesson. At the first half of a session, each student gave an individual presentation to a Filipino instructor and the other group members. At the second half of the session, they conducted discussions, where the instructor, as the facilitator, asked each student relevant questions. The present study first determined if there would be a change in the maximum number of words spoken in discussions between the first and second online English conversation lessons. As the result of a statistical analysis for the discussions, there was a significant difference between the maximum number of words spoken during the two discussions. Since a significant change was admitted, a further discussion was conducted to clarify the reasons for the change. The factors of the increase in words spoken were discussed in terms of willingness to communicate, having things to communicate, anxiety, confidence, and instructors’ intervention. All of them were thought to affect the increase. The findings suggest that (1) it is important to set some activities for students to strengthen their own opinions about topics in advance and (2) it is effective not to end with a single practice but to provide at least two opportunities for the output and interaction with others.
English Lessons at Elementary School in Japan Aimed at Improving Willingness to Communicate Shinozaki, Fumiya; Sakashita, Mami
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 1 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v9i1.3298

Abstract

In this paper, we explore practical strategies to enhance willingness to communicate (WTC) among elementary school students during English lessons. The study focuses on creating a supportive environment that encourages interaction and fosters confidence in communication. The research also aims to investigate the impact of communication strategy (CS) instruction on students’ attitudes toward communication. Specifically, it examines changes in WTC and confidence levels among fifth-grade students. The methodology involved designing a series of English lessons centered around interaction. Activities included exchanging business cards, sending birthday cards, and discussing timetables. Pre- and interim-questionnaires collected data on students’ self-assessment and reflections. The study focused on six students who exhibited notable changes in attitudes. The results showed that many students enjoyed communicating their thoughts and learning about others. Confidence levels increased as students actively participated in interactions. Successful experiences were linked to the teaching of CS expressions. Moreover, acceptance of others’ contributions played a crucial role in creating a safe space for communication. The study’s implications highlight the importance of fostering an accepting attitude toward others’ communication. Teachers can promote confidence by emphasizing receptive responses. Overall, the research underscores the significance of creating a positive classroom atmosphere for language learning, ultimately empowering students to express themselves effectively in a foreign language setting.
Co-Authors Sakashita, Mami Yokoyama, Satoshi