Speaker
Description
This thesis examines how repeated speaking activities may influence willingness to communicate (WTC) in a small EFL classroom. The study was conducted with four Grade 2 learners aged 7–8 in a Polish primary school using Learning Lands 2. The intervention lasted about two months and included five repeated speaking activity types: Free-topic Speaking, Information-gap, Supported Role-play, Planning Time, and Structured Turn-taking.
The study used a small classroom-based design with descriptive analysis. Data were collected through a child-friendly SPCC questionnaire, a child-friendly FLCA questionnaire, classroom observation sheets, and short activity feedback forms. Observation focused on four indicators: speaking first, asking questions, producing longer answers, and talking to peers.
The findings suggest that WTC became stronger during the intervention, especially in speaking first, asking questions, and peer interaction. However, the development was not fully linear. Some learners showed temporary drops because of absence, fatigue, unfamiliar vocabulary, or cognitive overload. The study also suggests that structured and repeated speaking activities helped make speaking more manageable, although freer speaking still remained difficult for some learners. Overall, the findings show that WTC in young EFL learners was dynamic and influenced by task structure and classroom conditions.
Keywords: willingness to communicate, young learners, EFL classroom, speaking activities, speaking confidence, speaking anxiety
Biography
My name is Ngoc Yen Nguyen, currently a Master’s student in English Studies, and an English Teacher specializing in Early Childhood and Primary Education. Over the past few years, I have taught students aged from 1 to 14 at international schools, public kindergartens, and language centers in Warsaw. With over 500 hours of experience in teaching in class, I always use learner-centered and highly interactive methods, including storytelling, music, TPR (Total Physical Response), phonics, and task-based teaching. Working with a diversity of young learners requires me to modify materials, aligning with different cognitive, linguistic, and developmental needs, which is a close experience to the principles of inclusive education. My interest in inclusive educational technologies stems from practical challenges in the classroom. I observed that some children thrive with visual supports and multimodal inputs, while others need simplified instructions, repetition, or sensory-based activities. I hold a Level 7 350-hour Diploma in TESOL (ALAP accredited), a TESOL Certification, and an IELTS score of 7.0 (Level C1). My strengths include curriculum development, classroom management, creativity, and effective communication with parents. After completing blended and online professional training programs, I am confident in my ability to engage in asynchronous learning, collaborate effectively in online conferences, and responsibly use AI and digital tools.
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