The Impact Of English-only And Code-switching Task-based Oral Activities On English Language Learners’ Willingness To Communicate

Due to the exponential growth of English as a global language, students from different countries of the world including Pakistan are required to command over this language. In this regard, the potentially beneficial role of Willingness to Communicate (WTC) in learning the English language is gradual...

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Main Author:	Irum, Fatima
Format:	Thesis
Language:	English
Published:	2021
Subjects:	L7-991 Education (General)
Online Access:	http://eprints.usm.my/52943/1/IRUM%20FATIMA%20-%20TESIS%2024.pdf
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id	my-usm-ep.52943
record_format	uketd_dc
spelling	my-usm-ep.529432022-06-18T15:05:21Z The Impact Of English-only And Code-switching Task-based Oral Activities On English Language Learners’ Willingness To Communicate 2021-09 Irum, Fatima L7-991 Education (General) Due to the exponential growth of English as a global language, students from different countries of the world including Pakistan are required to command over this language. In this regard, the potentially beneficial role of Willingness to Communicate (WTC) in learning the English language is gradually becoming acknowledged in the second language acquisition research (SLA) and communication. To this end, few interventional studies have attempted on how to help language learners enhance their WTC in the English language. Drawing on the principles of task-based language teaching, this mixed-method research primarily aimed at investigating the impact of task-based oral activities on Pakistani undergraduates’ WTC in the English language by randomly recruiting three intact classes and allocating them in three groups: task-based oral activities With English-only experimental group, task-based oral activities with code-switching experimental group, and the control group. By integrating English-only and code-switching practices in the intervention, this study sought to test the effectiveness of two distinct medium of communication within task-based learning settings for constructing a framework in relation to learners’ WTC. For collecting the data for the quantitative phase of this study, McCroskey’s (1992) WTC questionnaire served as pre- and post-test, whereas the qualitative phase of this study involved semi-structured interviews. To analyse the quantitative data, Independent Samples t-test, paired Samples t-test, One-way ANCOVA, 2021-09 Thesis http://eprints.usm.my/52943/ http://eprints.usm.my/52943/1/IRUM%20FATIMA%20-%20TESIS%2024.pdf application/pdf en public phd doctoral Universiti Sains Malaysia. Pusat Pengajian Ilmu Pendidikan
institution	Universiti Sains Malaysia
collection	USM Institutional Repository
language	English
topic	L7-991 Education (General)
spellingShingle	L7-991 Education (General) Irum, Fatima The Impact Of English-only And Code-switching Task-based Oral Activities On English Language Learners’ Willingness To Communicate
description	Due to the exponential growth of English as a global language, students from different countries of the world including Pakistan are required to command over this language. In this regard, the potentially beneficial role of Willingness to Communicate (WTC) in learning the English language is gradually becoming acknowledged in the second language acquisition research (SLA) and communication. To this end, few interventional studies have attempted on how to help language learners enhance their WTC in the English language. Drawing on the principles of task-based language teaching, this mixed-method research primarily aimed at investigating the impact of task-based oral activities on Pakistani undergraduates’ WTC in the English language by randomly recruiting three intact classes and allocating them in three groups: task-based oral activities With English-only experimental group, task-based oral activities with code-switching experimental group, and the control group. By integrating English-only and code-switching practices in the intervention, this study sought to test the effectiveness of two distinct medium of communication within task-based learning settings for constructing a framework in relation to learners’ WTC. For collecting the data for the quantitative phase of this study, McCroskey’s (1992) WTC questionnaire served as pre- and post-test, whereas the qualitative phase of this study involved semi-structured interviews. To analyse the quantitative data, Independent Samples t-test, paired Samples t-test, One-way ANCOVA,
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Irum, Fatima
author_facet	Irum, Fatima
author_sort	Irum, Fatima
title	The Impact Of English-only And Code-switching Task-based Oral Activities On English Language Learners’ Willingness To Communicate
title_short	The Impact Of English-only And Code-switching Task-based Oral Activities On English Language Learners’ Willingness To Communicate
title_full	The Impact Of English-only And Code-switching Task-based Oral Activities On English Language Learners’ Willingness To Communicate
title_fullStr	The Impact Of English-only And Code-switching Task-based Oral Activities On English Language Learners’ Willingness To Communicate
title_full_unstemmed	The Impact Of English-only And Code-switching Task-based Oral Activities On English Language Learners’ Willingness To Communicate
title_sort	impact of english-only and code-switching task-based oral activities on english language learners’ willingness to communicate
granting_institution	Universiti Sains Malaysia.
granting_department	Pusat Pengajian Ilmu Pendidikan
publishDate	2021
url	http://eprints.usm.my/52943/1/IRUM%20FATIMA%20-%20TESIS%2024.pdf
_version_	1747822212586405888

The Impact Of English-only And Code-switching Task-based Oral Activities On English Language Learners’ Willingness To Communicate

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