Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal ELS Journal on Interdisciplinary Studies in Humanities International Journal of Language, Education, and Literature (IJLEL)
Syafitri, Mega
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Analysis Factors Affecting Students' Willingness to Communicate In EFL Classroom Syafitri, Mega; Munir; Ariyani, Amra
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research employed a descriptive qualitative method to explore the primary factors affecting students’ Willingness to Communicate (WTC) in English as a Foreign Language (EFL). The study was conducted through observation, in-depth interviews, and documentation with EFL students and analysed using theories from Macintyre et al.’s (1998) heuristic model of WTC as the theoretical framework. The findings reveal that a complex interplay of individual, social, and pedagogical factors influences WTC. Key internal factors include communicative self-confidence, language anxiety, motivation (both instrumental and integrative), and personality traits such as introversion and extroversion. Students reported greater WTC when interacting with familiar peers, when they perceived the conversation partner as less dominant, or when the topic was familiar and engaging. Linguistic competence, particularly vocabulary and grammar mastery, also significantly impacted their willingness to speak. While the social context emerged as equally influential, students highlighted that peer support, a positive classroom atmosphere, and a non-threatening environment facilitated their WTC, while fear of making mistakes or negative evaluation, especially during formal interactions with lecturers, served as communication barriers. The flexible use of Bahasa Indonesia in combination with English was also noted as a scaffold that helped ease anxiety and improve comprehension. Overall, this study concludes that WTC is not a fixed trait but a dynamic construct shaped by psychological readiness, linguistic ability, interpersonal relationships, and instructional methods. This research should be conducted in a more varied sample. Replicating this study across different regions, educational levels, and learner demographics will help generalize the findings and strengthen the evidence base for best practices in EFL teaching. Besides, Research into how variables such as emotional intelligence, self-efficacy, and language learning beliefs interact with WTC can contribute to more personalized language teaching approaches to investigating students' WTC in the EFL classroom.
Exploring Students' Perspective about Lectures' teaching strategy to enhance Students' WTC in EFL Classroom Syafitri, Mega; Ariyani, Amra; Munir, Munir
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.45001

Abstract

This study explores the factors influencing students’ Willingness to Communicate (WTC) in English as a Foreign Language (EFL) classrooms and examines teaching strategies that can effectively foster this willingness. Using a qualitative descriptive method, the research was conducted at an EFL Classroom in Indonesia, through classroom observations and in-depth interviews with selected EFL students. The study applies Macintyre et al.’s (1998) heuristic model of WTC as its theoretical foundation. The findings reveal that students’ WTC is shaped by a dynamic interaction of internal, social, and instructional factors. Internally, communicative self-confidence, anxiety levels, and motivation (both instrumental and integrative) played a significant role. Socially, peer support, classroom atmosphere, and fear of negative evaluation were identified as crucial influences. The flexible use of both Bahasa Indonesia and English also helped reduce anxiety and increase participation. Pedagogically, students responded more positively to interactive strategies compared to traditional lectures. Approaches such as cooperative learning, problem-based learning, and project-based learning were found to be the most effective in encouraging active communication, critical thinking, and collaboration. Overall, this research emphasizes that WTC is not fixed, but rather influenced by contextual and emotional readiness. Teachers are encouraged to implement student-centred and emotionally supportive strategies to create a classroom environment where learners feel confident to speak.
Co-Authors Ariyani, Amra Munir Munir Munir, Munir