THE EFFECTS OF PHYSICAL MOVEMENT ON LANGUAGE LEARNERS’ SELF-CONFIDENCE AND WILLINGNESS TO COMMUNICATE
Main Article Content
Abstract
In the light of Dynamic Systems Theory, which defines language development as an interaction of various factors in a system, a quantitative research was executed to examine the effects of physical movement in classrooms on students’ self-confidence (SC) and willingness to communicate (WTC) in English. Four groups of English-majored freshmen from a university in Vietnam were selected as participants for this study. In their English course on communication skills, namely listening and speaking, they were regularly encouraged to move within their classroom or the classroom’s vicinity to do oral tasks in pairs or groups. A survey was conducted to measure the difference in their SC and WTC. Findings revealed a positive correlation between SC and WTC. Besides, it recorded positive effects of level and scale of mindful physical movement on SC and WTC’s improvement. This is a preliminary study to propose a pedagogical method to solve the issue of crowded FL classrooms.
Article Details
Keywords
Dynamic Systems Theory, physical movement, willingness to communicate, confidence
References
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Benes, S. S., Finn, K. E., Sullivan, E. C., & Yon, Z. (2016). Teachers' perceptions of using movement in the classroom. Physical Educator, 73(1), 110-135. https://doi.org/10.18666/TPE-2016-V73-I1-5316
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Cheng, Y., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49, 417-446. https://doi.org/10.1111/0023-8333.00095
Christiansen, L. B., Lund-Cramer, P., Brondeel, R., Smedegaard, S., Holt, A.-D., & Skovgaard, T. (2018). Improving children's physical self-perception through a school-based physical activity intervention: The move for well-being in school study. Mental Health and Physical Activity, 14, 31-38. https://doi.org/ 10.1016/j.mhpa.2017.12.005
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de Bot, K., & Larsen-Freeman, D. (2011). Researching second language development from a dynamic systems theory perspective. In M. H. Verspoor, K. de Bot & W. Lowie (Eds.), A dynamic approach to second language development: Methods and techniques (pp. 5-24). John Benjamins. https://doi.org/10.1075/lllt.29.01deb
de Bot, K., Lowie, W., & Verspoor, M. H. (2005). Second language acquisition: An advanced resource book. Routledge. http://lib.ugent.be/catalog/rug01:001241433
de Bot, K., Lowie, W., & Verspoor, M. H. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(01), 7-21. https://doi.org/10.1017/s1366728906002732
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Dörnyei, Z., MacIntyre, P. D., & Henry, A. (2015). Introduction: Applying complex dynamic systems principles to empirical research on L2 motivation. In Z. Dörnyei, P. D. MacIntyre & A. Henry (Eds.), Motivational dynamics in language learning (pp. 1-7). Multilingual Matters. https://doi.org/10.21832/9781783092574-003
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge. https://doi.org/ 10.4324/9781315779553
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Erwin, H., Fedewa, A., & Ahn, S. (2017). Student academic performance outcomes of a classroom physical activity intervention: A pilot study. International Electronic Journal of Elementary Education,, 4(3), 473–487. https://www.iejee.com/index.php/IEJEE/article/view/191
Fallah, N. (2014). Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modeling approach. Learning and Individual Differences, 30, 140-147. https://doi.org/10.1016/j.lindif.2013.12.006
Fogal, G. G., & Verspoor, M. H. (2020). Complex dynamic systems theory and L2 writing development (Vol. 54). John Benjamins Publishing Company.
Gozcu, E., & Caganaga, C. (2016). The importance of using games in EFL classrooms. Cypriot Journal of Educational Sciences, 11(3), 126-135. https://doi.org/10.18844/cjes.v11i3.625
Herazo Rivera, J. D. (2010). Authentic oral interaction in the EFL class: What it means, what it does not. Profile Issues in Teachers’ Professional Development, 12(1), 47-61. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902010000100004&nrm=iso
Holt, E., Bartee, R., & Heelan, K. (2013). Evaluation of a policy to integrate physical activity into the school day. Journal of Physical Activity & Health, 10(4), 480-487. https://doi.org/10.1123/jpah.10.4.480
Huynh, N. T. T., & Nguyen, H. T. P. (2016). A dynamic usage-based approach: Using video segments in teaching listening skill. In The International Academic Forum. (Eds.), Proceedings of the Asian conference on language learning (pp. 235-248). https://tinyurl.com/ALLC2016
Huynh, N. T. T., & Nguyen, V. L. (2020). Applying corpus linguistics to English textbook evaluation: A case in Viet Nam. VNU Journal of Foreign Studies, 36(6), 109-121. https://doi.org/10.25073/2525-2445/vnufs.4632
Juchniewicz, J. (2008). The influence of physical movement on the perception of musical performance. Psychology of Music, 36(4), 417-427. https://doi.org/10.1177/0305735607086046
Kang, S.-J. (2005). Dynamic emergence of situational willingness to communicate in a second language. System, 33(2), 277-292. https://doi.org/10.1016/j.system.2004.10.004
Kercood, S., & Banda, D. R. (2012). The effects of added physical activity on performance during a listening comprehension task for students with and without attention problems. International Journal of Applied Educational Studies, 13(1), 19-32. https://tinyurl.com/IJAES-study-2012
Kerr, P. (2017). Giving feedback on speaking. Part of the Cambridge papers in ELT series. Cambridge University Press. https://www.cambridge.org/us/files/4515/7488/5712/CambridgePapersinELT_FeedbackOnSpeaking_2018_ONLINE.pdf
Kerr, P. (2020). Giving feedback to language learners. Part of the Cambridge papers in ELT series. Cambridge University Press. https://www.cambridge.org/gb/files/4415/8594/0876/Giving_Feedback_minipaper_ONLINE.pdf
Krüger, M. (2018). Second language acquisition effects of a primary physical education intervention: A pilot study with young refugees. PLoS One, 13(9), Article e0203664. https://doi.org/10.1371/journal.pone.0203664
Kuczala, M. (2015). Training in motion: How to use movement to create engaging and effective learning. AMACOM.
Léger, D. d. S., & Storch, N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37(2), 269-285. https://doi.org/10.1016/j.system.2009.01.001
Loewen, S., & Sato, M. (2018). Interaction and instructed second language acquisition. Language Teaching, 51(3), 285-329. https://doi.org/10.1017/s0261444818000125
Loewen, S., & Sato, M. (2019). Instructed second language acquisition and English language teaching: Theory, research, and pedagogy. In S. Loewen & M. Sato (Eds.), Second handbook of information technology in primary and secondary education (pp. 1-19). https://doi.org/10.1007/978-3-319-58542-0_60-1
MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(4), 564-576. https://doi.org/10.1111/j.1540-4781.2007.00623.x
MacIntyre, P. D., Baker, S. C., Clement, R., & Conrod, S. (2001). Willingness to communicate, social support, and language‐learning orientations of immersion students. Studies in Second Language Acquisition, 23, 369-388. https://doi.org/10.1017/S0272263101003035
MacIntyre, P. D., Burns, C., & Jessome, A. (2011). Ambivalence about communicating in a second language: A qualitative study of French immersion students’ willingness to communicate. Modern Language Journal, 95(1), 81-96. https://doi.org/10.1111/j.1540-4781.2010.01141.x
MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1), 3-26. https://doi.org/10.1177/0261927X960151001
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Textbook Used:
Davies, P. A., & Falla, T. (2010). Solutions: Pre-intermediate (1st ed.). Oxford University Press.