The Effect of Classroom Interaction in the Form of Pair and Group Activities on Willingness to Communicate and Oral Fluency among Iranian Intermediate EFL Learners[پايان نامه لاتين]

Atena Vaezi

Due the importance of willingness to communicate and oral fluency on the way of learning a second or foreign, the purpose of the present study was to examine the effect of classroom interaction on the improvement of these variables mentioned. To this end, two well-known forms of classroom interaction, namely pairwork and group work, were chosen. The participants of this study included 80 Iranian female intermediate EFL learners in Safir Institute in Tehran, Iran. In order to homogenize the participants, Oxford Placement Test (OPT) was administered to them. They were then randomly divided into three groups, namely, group work (N=30), pair work (N=30), and control (N=30). As the pretest, the three groups were asked to fill out a willingness to communicate questionnaire and to sit for an oral fluency test to gauge their current willingness to communicate and oral fluency, respectively. As the treatment, the groups were subjected to a number of Oral Picture-Description Tasks and Fill-in-the-Blank Tasks wherein they had timed interaction with their peer (pairwork) or group (group work). As the posttest they again filled the questionnaire and sat for an oral fluency test to re-evaluate their willingness to communicate and oral fluency. The results of this study indicated that classroom interaction, both in group work and pairwork forms, has statistically significant effect on the willingness to communicate and oral fluency. The results of this study can have a number of implications for teachers, educational policy makers, and syllabus designers, as well as some suggestions for further research, as provided at end of this study.