MA Thesis · Defended 2026
A small-scale classroom action-research study with four Grade-2 learners in a Polish primary school — tracing how young EFL learners' readiness to speak grew, hesitated, and reshaped itself across eight weeks.
Author
Ngoc Yen Nguyen
Supervisor
Sylvia Maciaszczyk, PhD
Reading time
~ 45 min
4
Grade-2 learners
8
Weeks of intervention
3
Action-research cycles
5
Speaking task types
Abstract
This thesis examines how learners' WTC-related participation changed during a repeated set of speaking activities in a small EFL classroom. The study was carried out with four Grade-2 learners aged 7–8 in a Polish primary school using Learning Lands 2. The intervention lasted eight weeks and was organised into three action-research cycles, drawing on Information-gap, Supported Role-play, Planning Time, Structured Turn-taking, and Free-topic Speaking activities.
The analysis focused on four observable indicators: speaking first, asking questions, producing longer answers, and talking to peers. Findings show clearer growth in speaking first, asking questions, and peer interaction — but the change was not always stable. WTC in young EFL learners appeared to be shaped by task type, classroom interaction, interruption, and teacher support.
Keywords · willingness to communicate · young learners · EFL classroom · speaking activities · classroom interaction · speaking anxiety
Inside the classroom
The intervention unfolded across three action-research cycles. Each cycle introduced a new activity type, kept what worked from the previous one, and adjusted to what the four learners actually did when invited to speak.
Cycle 1 · Weeks 1–3Opening the floor
Each child held half of a picture set and had to ask, listen and confirm in English to complete a shared outcome. The information gap forced talk and produced the first signs of speaking first and asking questions — but answers stayed short and learners often waited to be nominated.
Cycle 2 · Weeks 4–6Lowering the social cost
A puppet and short role cards let learners speak through a character. Planning time before each turn and explicit teacher scaffolding reduced anxiety, lengthened answers, and made peer-to-peer talk more frequent — though one learner regressed when interrupted.
Cycle 3 · Weeks 7–8Speaking on their own terms
A talking-token routine guaranteed every learner a turn, then opened into free-topic mini-talks on familiar content (pets, weekend, favourite food). Speaking first and peer interaction became more stable; longer answers remained the hardest indicator to grow.
Across the three cycles, four WTC indicators were tracked weekly: speaking first, asking questions, producing longer answers, and talking to peers. Three of the four grew; longer answers remained fragile and task-dependent.
Table of Contents
Each chapter reads as a long-form essay, with concise theory boxes, classroom examples, and an audio narration plus on-demand Vietnamese translation for every section.
Introduction
Why learners stay silent even when they have enough English to speak.
Speaking in EFL Classrooms
Defining speaking, its role in acquisition, and the challenges EFL learners face.
Willingness to Communicate in the L2 Classroom
From a stable personality trait to MacIntyre's pyramid model of L2 WTC.
Emotions, Motivation & Classroom Interaction
Emotion, motivation, teacher–student rapport and the pressure of saving face in front of peers.
Empirical Research
Four Grade-2 learners in Poland, an eight-week intervention, three action-research cycles. What actually changed?
Limitations of the Study
Sample size, teacher-as-researcher role, time scope, the absence of a control group, adapted instruments — and directions for further research.
Recommendations for Teachers
Five classroom-tested suggestions: activity continuum, planning time, turn-taking, playful familiar content, weekly WTC tracking.
Defense Q&A Bank
A bank of questions the committee may ask, each with why it matters and a short suggested answer — in English, with one-click Vietnamese translation.
Defense Slides
Presentation deck — arrow-key navigation, fullscreen mode, bilingual.
Conference Poster
The whole thesis on a single printable conference poster — with figures and tables.