EFL Learners’ Perceptions of Interaction-based Learning and Their Willingness to Communicate

It is believed that classroom interaction is essential for learning a second language (L۲). Studies on teaching second/foreign language present evidence that affirms the significance of interaction in language learning and its function in facilitating learners' attempts to gain competency in an L۲. They also consider learners’ affective states and their perceptions of classroom interaction to be as significant as instruction. On the other hand, the notion of willingness to communicate (WTC) in an L۲ has attracted interest in L۲ research and how to accelerate L۲ learners’ WTC is gaining importance day by day. Considering the significance of these two constructs in L۲ learning, this article reports on an investigation into EFL learners’ perceptions of class interactions in English language and how these perceptions are related to their WTC. Applying quantitative methods, the study aims to examine how Iraqi EFL learners’ perceptions of interaction inside the class are correlated to their L۲ WTC. The data obtained from ۱۱۲ learners were utilized for analysis. The findings indicated different kinds of learners’ perceptions of class interactions in English, including perceptions of interaction with the teacher, perceptions of interaction with group members, perceptions of interaction in pairs, and perceptions of classroom interaction between others, are positively related to WTC. The findings have implications for research and teaching.

کلیدواژه ها:

interaction-based language classroom ، learners' perceptions ، willingness to communicate