The Impact of Using Information-Gap Activities on Improving EFL Elementary Learners’ Willingness to Communicate

The Impact of Using Information-Gap Activities on Improving EFL Elementary Learners’ Willingness to Communicate

Abstract The present study focuses on different information-gap activities, and their effect on learners’ willingness to communicate. More specifically, this study examines the effect of jigsaw, missing-information, and finding the differences activities on the learners’ willingness to communicate. Using non-probability sampling, Ket (Key English Test) was administered as test of homogeneity to select the research subjects. A total of 60 participants above the age of 13 who were at the elementary level participated in this study. The subjects were assigned to three experimental groups. A questionnaire was also administered to measure the learners’ willingness to communicate with the WTC scale, as a pretest at the first session of the term. The treatment included the application of the three information-gap activities, in the three experimental groups, and at the end, the same questionnaire was applied as the post-test. The obtained results showed that there were significant differences regarding the effects of information-gap activities on learners’ WTC.