BOOSTING L2 CONFIDENCE AND COMMUNICATION THROUGH THE VIRTUAL CAFÉ PROJECT

Izabella Ross-Sokolovsky, Sonia Carmen Munteanu, Ewa Hajdasz, Somali Gupta

DOI Number
https://doi.org/10.22190/JTESAP240227032R
First page
391
Last page
404

Abstract


Language instructors in higher education face the challenge of preparing students for the complex communication needs of the global job market. This article examines the impact of the Virtual Café, an online collaborative project, on students' confidence and willingness to communicate in L2 English in an international and multicultural setting. The participants were students from three higher education institutions in Israel, Poland, and India. All students were enrolled in the EFL course as part of their academic curriculum. The study used a pre-test and post-test research design to capture responses before and after participation in the virtual exchange project. The findings indicate that Virtual Café activities positively influence students' confidence in speaking English and increase their willingness to engage in L2 communication. The study emphasizes the importance of creating supportive environments for language practice and highlights the effectiveness of virtual exchanges in fostering language skills and intercultural communication. However, despite improvements in several areas, concerns about being understood and the need for more encounters that promote speaking emerge as areas for further exploration. The results underscore the potential of virtual interactive activities in enhancing language learning and intercultural communication. 

 

 


Keywords

virtual exchange, confidence, L2 willingness to communicate, online learning, multicultural setting

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References


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DOI: https://doi.org/10.22190/JTESAP240227032R

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