WTC : Teachers’ Beliefs About Their Roles and Teaching Strategies  

Oleh:

Sari, Funny Amalia

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 4, page 108-117.
Topik: willingness to communicate; teacher interaction strategies; teachers’ roles; teachers’ beliefs
Fulltext: hal 108.pdf (9.39MB)

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Previous studies show that students ’ willingness to communicate ( WTC ) is a predictor of classroom participation since students with high rank of WTC participate more in classroom interactions and are likely to be ready to involve in any interactions using their L2 outside classrooms. The main aim of modern language pedagogy is to enable learners to communicate naturally in their L2/FL; therefore students’ interaction in their L2/FL is essential. Employing particular interaction strategies and utilizing certain pedagogical roles can be teachers' attempts to facilitate students' WTC. Lee and Ng (2009) propose three teachers' interaction strategies namely teacher-fronted, facilitator-oriented and learner-oriented strategies. Teachers also commonly perform various pedagogical roles such as instructors, organizers, counselors and helpers. Given the important teachers’ contributions in generating and maintaining students’ WTC, it seems essential to value teachers’ beliefs about their interaction strategies and pedagogical roles as their beliefs define their actual teaching practices. This small- scale research project was conducted to find out English language teachers’ beliefs about their roles and interaction strategies applied in facilitating their students’ WTC. Four experienced English teachers in language courses in West Java Province, Indonesia were asked to answer an open self-completion questionnaire. The study suggests any pedagogic interventions always depend on good teaching, a method alone does not promise success.

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