Hibet Erahmane BENALI (2024) The Effect of Grammar Difficulty on EFL Learners’ Willingness to Communicate Using the Speaking Skill Case of Second year Students at the Department of English, Mohamed-Cherif Messaadia University, Souk Ahras. University of Souk Ahras
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Abstract
ABSTRACT
This study investigated the effect of grammar difficulty on EFL learners’ willingness to communicate using the speaking skill at the Department of English Language at Mohamed Cherif Messaadia University, Souk-Ahras. Willingness to communicate refers to readiness to engage in L2 discourse in a given context. Complex grammar can influence learners\' confidence and motivation to speak English. The study examines how varying levels of grammatical complexity within speaking tasks affect EFL learners\' experiences of anxiety, self-perception of competence, and overall enjoyment of spoken communication. To gather information a qualitative and quantitative study were conducted using two research tools; questionnaire conducted with group one and two of second year English students, Secondly, an in-depth structured interview was conducted with five EFL teachers selected conveniently. Results found a significant correlation between grammar difficulty and student willingness, when tasks required complex, challenging grammatical knowledge.
This study investigated the effect of grammar difficulty on EFL learners’ willingness to communicate using the speaking skill at the Department of English Language at Mohamed Cherif Messaadia University, Souk-Ahras. Willingness to communicate refers to readiness to engage in L2 discourse in a given context. Complex grammar can influence learners\' confidence and motivation to speak English. The study examines how varying levels of grammatical complexity within speaking tasks affect EFL learners\' experiences of anxiety, self-perception of competence, and overall enjoyment of spoken communication. To gather information a qualitative and quantitative study were conducted using two research tools; questionnaire conducted with group one and two of second year English students, Secondly, an in-depth structured interview was conducted with five EFL teachers selected conveniently. Results found a significant correlation between grammar difficulty and student willingness, when tasks required complex, challenging grammatical knowledge.
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 5096 |
| Date Deposited | 2024-07-11 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/5096 |