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Applied Research on English Language، جلد ۹، شماره ۴، صفحات ۴۴۹-۴۷۶
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عنوان انگلیسی Mediation and EFL Learners’ Willingness to Communicate: A Micro Sociocultural Study
چکیده انگلیسی مقاله Exploring various dimensions associated with classroom Willingness to Communicate (WTC) appears to have become a focal issue among researchers. Despite previous studies on WTC, there still exists the paucity of research reflecting actual learners’ WTC behavior via the lens of the Sociocultural Theory (SCT). The present study, therefore, delved into the role task-mediation and teacher scaffolding might play in EFL learners’ WTC, juxtaposing STC, and task-based instruction. Through a multiple case study approach, six types of tasks were applied with 11 Iranian EFL learners over 9 weeks. Relying on triangulation, the authors of the present study collected the data using observation, stimulated recall interviews, and learners’ reflective journals. To treat the data, the qualitative method of analysis was utilized. The results showed that the learners behaved variably in their WTC with respect to the tasks. Furthermore, teacher scaffolding was found to contribute to the learners’ WTC. Mediation via task and teacher scaffolding carry implications for English teachers, which have been discussed at the end of this article.
کلیدواژه‌های انگلیسی مقاله Willingness to Communicate, Sociocultural Theory, Task-Based Instruction, Scaffolding, Mediation
نویسندگان مقاله Behrouz Jamalvandi |
Ph.D. Candidate, Department of TEFL and English Literature, Payame Noor University, Tehran, Iran

Manoochehr Jafarigohar |
Associate Professor, Department of TEFL and English Literature, Payame Noor University, Tehran, Iran

Alireza Jalilifar |
Professor, Department of TEFL and English Literature, Shahid Chamran University of Ahvaz, Iran

Hassan Soleimani |
Associate Professor, Department of TEFL and English Literature, Payame Noor University, Tehran, Iran

نشانی اینترنتی https://are.ui.ac.ir/article_25176_deeff3b604db0268d569d75a0f09b589.pdf
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