Exploring how peer interaction-based instructional strategies support students' willingness to communicate in an EFL classroom

Abstract

Willingness to Communicate (WTC) is considered an important factor supporting students' participation in English as a Foreign Language (EFL) classrooms. Many students still do not want to speak even though they have chances to use English in classroom activities. This study explored how peer interaction-based instructional strategies influence students' willingness to communicate in an EFL classroom. Specifically, it explored the influence of peer communication, the role of instructional strategies and classroom delivery, and the supporting and hindering factors affecting the implementation of peer interaction-based instructional strategies. This study uses a qualitative case study supported by descriptive questionnaire data. The study took place in a senior high school EFL classroom in South Sulawesi. It involved 34 eleventh-grade students. Data were collected through classroom observations, a WTC questionnaire, stimulated recall interviews with six students, and document analysis. Data was analyzed thematically and supported by descriptive data from the questionnaire. The findings indicate that peer interaction-based instructional strategies fostered willingness to communicate among students was facilitated through supportive and collaborative peer that enhance students' self-confidence and lowered anxiety. These effects were strengthened by teacher support through clear instructions, feedback and the comfortable classroom setting. However, there were several barriers present such as communication anxiety, fear of getting it wrong, limited vocabulary, and low self-confidence. The study highlights that social and psychological classroom climate as well as instructional approaches play an important role in facilitating students' willingness to communicate. MacIntyre WTC framework supports this finding through psychological and situational factors that can influence students' willingness to communicate, and are consistent with Sociocultural Theory by illustrating peer interaction create a socially supportive environment for communication in classroom. This study suggests that teachers should systematically design peer interaction-based instructional strategies that foster supportive peer, enhance students' confidence and lower communication anxiety. Schools are encouraged to support communicative learning environments through training and adequate resources. Overall, peer interaction-based instructional strategies can enhance students' willingness to communicate when supported by a positive, collaborative, and psychologically safe classroom environment.