Exploring EFL Teachers’ Perceptions of Strategies for Promoting Learners’ Willingness-to-Communicate in Online Classes

Willingness to communicate is subject to the moment by moment fluctuations in the classroom. Therefore, teachers’ decisive role comes to the foreground as they can increase learners’ desire to communicate at a particular moment by their interventions. Online instruction, despite furnishing learners with authentic material, has failed to culminate in communication thanks to connection problems or lack of nonverbal clues. Thus, the present study aimed to explore Iranian EFL teachers’ perceptions of strategies to promote willingness-to-communicate of learners in online classes. The mixed-methods design was employed to answer the research questions. To this end, a self designed questionnaire was first piloted and then administered to the main sample which included thirty seven teachers. The questionnaire subsumed five effective factors garnered from extant literature. Five teachers were interviewed as to their perceptions of pros and cons of promoting WTC in online classrooms. The results indicated that teachers’ motivational strategies were perceived to promote WTC best in online classes followed by teacher immediacy. Qualitative reports also corroborated the numerical data. Lack of nonverbal clues i.e. body language was perceived to decrease learners’ motivation and participation; however, technological resources like games were reported to increase WTC in online classes. Teachers should pay heed to their crucial role in inciting positive atmosphere and get better equipped to capitalize on online affordances to increase participation in online classes.