ENG: Using group dynamics at the upper secondary level to foster speaking in English in the classroom

Abstract

Students’ willingness to communicate (WTC), foreign language speaking anxiety (FLSA) and group dynamics connections have not been studied enough, but separately they are considered to be really important aspects of language learning. The purpose of this study is to examine whether and how group dynamics activities affect students’ willingness to communicate and how their feelings and anxiety levels towards self-confidence in oral English change. Self-reported frequency in the use of the second language is also considered. Based on the purposes of the study, an operational action research was conducted and qualitative methods were applied to analyse the gathered data. 20 secondary school students attended an oral English self-expression course that aimed to facilitate students’ WTC through group dynamics activities and thereby also boost their confidence and lower their speaking anxiety level. The course took place in one of the Estonian upper secondary schools from September 2023 to January 2024. The three questionnaires were filled in during the course and the post-course questionnaire was completed in April 2024. This thesis is carried out in two parts. The first part gives an overview of the previous studies and theories about WTC, group dynamics, FLA and FLSA. The second chapter focuses on the study itself, where through group dynamics activities the students’ willingness to communicate should increase and thereby their FLSA should decrease and self-confidence in oral English is expected to rise. The chapter ends with a discussion and the conclusion of the study.