2015 Volume 26 Pages 85-94
This paper reports a lesson practice aimed to reduce unwillingness to speak English by the use of communicative tasks. The data was collected before and after a semester. The unwillingness to speak English was assessed by the Isoda’s (2009) questionnaire which consisted of three constructs (i.e., high anxiety, low perceived competence, and avoidance of speaking). One English lesson was constructed from the pre-task, main task, and post-task sequence (Willis, 2006). In the pre-task activity, the teacher introduced the topic, content, or other useful information such as words and expressions for the lesson to accomplish the main task comfortably. The main task was achieved by information-gap speaking task, followed by form-focused post-task activities (Willis, 1996). Results showed that the practice succeeded to reduce the score of low perceived competence. It was, however, not effective for the high anxiety and the tendency to avoid speaking. Post-hoc analyses implied that the effectiveness of the lesson was differed by learners’ attitudes toward speaking English before the intervention.