Investigating the Relationship between Speaking Ability and Willingness to Communicate in Differentiated-Flipped Classroom among Thai EFL Undergraduates
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Abstract
This study emphasizes the relationship between speaking ability and willingness to communicate (WTC) after the implementation of the speaking instruction using a differentiated-flipped learning approach. The population of this study was 245 second-fourth-year undergraduates, who enrolled in English for Professional Communication course. To this end, 30 Thai EFL undergraduates from the Faculty of Agro-Industry were selected using intact sampling to participate in this study. The research was conducted for 12 weeks, which focused predominantly on providing instruction through online and face-to-face platforms. The content and the activities were differentiated based on students’ interest, readiness, and learning profile as well as designed to enhance the main variables affecting the situational WTC, which were communicative competence, self-confidence, interlocutor, topic, and conversational context. The data were collected through a quantitative technique including the WTC questionnaire and the speaking test scores in order to examine the relationship between the speaking ability and the WTC. The Pearson Product’s Moment Correlation was employed to analyze the correlation coefficient. The findings revealed that there was no significant difference at a .05 level of significance of the relationship between speaking ability and willingness to communicate. However, there was a positive correlation between speaking ability and willingness to communicate. In light of these findings, it can be concluded that the Thai EFL students who had high speaking scores may not signify the high levels of WTC, and vice versa. The study offers some suggestions and conclusions with pedagogical implications for further classroom practice and research.
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References
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