Language Choice in Pre-Speaking Discussions and EFL Learners' Oral Performance, Willingness to Communicate, and Self-Confidence

This explanatory sequential mixed-methods study examined how the language used in pre-speaking discussions (PSDs) relates to Iranian EFL learners' oral language performance (OLP), willingness to communicate (WTC), and linguistic self-confidence (LSC). Thirty-six male B۲-level learners in a university speaking workshop took part. We implemented three PSD language modes across five intact discussion groups: L۱-only (Turkish n = ۷, Kurdish n = ۶, Arabic n = ۷), L۲-only (English, n = ۹), and mixed L۱–L۲ (n = ۷). Over ۱۰ sessions, each group completed a ۱۰-minute PSD in its assigned mode before a ۲۰-minute English-speaking task. We measured WTC, LSC, and OLP before and after the intervention. One-way ANCOVAs on post-test scores, controlling for pre-test scores, showed significant between-group effects for WTC, F(۴, ۳۰) = ۴.۵۶, p = .۰۰۵, partial η² = .۳۸, and LSC, F(۴, ۳۰) = ۶.۲۱, p = .۰۰۱, partial η² = .۴۵, but not for OLP, F(۴, ۳۰) = ۱.۸۴, p = .۱۴۸. Exploratory within-group comparisons showed significant LSC gains in all four groups whose PSDs involved the first language (gav = ۰.۳۴–۰.۵۵) and a significant WTC gain in the mixed-language group (gav = ۰.۳۴); the English-only group changed significantly on neither affective outcome, and no significant OLP change was detected in any group. Interviews with ۲۵ participants indicated that L۱-involving PSDs were experienced as reducing anxiety, supporting brainstorming, and increasing readiness to speak. Because the groups were intact and participants were not randomly assigned, the findings are interpreted as associational rather than causal.

کلیدواژه ها:

linguistic self-confidence (LSC) ، oral language performance (OLP) ، pre-speaking discussion (PSD) ، willingness to communicate (WTC)