Students´ perceptions on the factors that influence their willingness to orally communicate in the EFL classroom in Ecuadorian high schools

Abstract

This field research took place in several Ecuadorian high schools. The purpose was to gather insight into students’ perceptions on the factors that influence their willingness to orally communicate in the English Foreign Language (EFL) classroom. The research questions established for this project were: How do motivation, proficiency level, and personality type, influence students’ willingness to orally communicate? In the Province of Santa Elena, three institutions, and five classes, were visited: two classes of 10th grade of basic education class, one of second year and two different third year of senior high school classes participated. The research was composed of qualitative observations of approximately 250 students. Quantitative data gathering was accomplished by randomly distributing 20 surveys in each class. The mixed method research results offered insight into the teaching-learning process of learners living and studying English. The aim of the study was to pinpoint various factors or influences that educators are likely to be interested in overcoming limiting factors identified during this research to improve the willingness of students to practice speaking English to gain proficiency and become academically successful.