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 1–2Opening the floor
Structured Turn-taking and Planning Time formed the spine, supported by simple Information-gap and Supported Role-play with strong scaffolding. Participation depended heavily on teacher prompting, waiting time, and clearly named turns — but the first signs of speaking first and asking questions appeared.
Cycle 2 · Weeks 3–5Lowering the social cost
The same activity set was kept, but tasks were made more social: real-classmate questions, survey-style speaking, and more pair/group arrangements. This phase showed the clearest behavioural growth in question-asking and peer talk — though participation was still affected by absence, partner effect, and interruption.
Cycle 3 · Weeks 6–8Speaking on their own terms
Re-entry support was added after absence, Planning Time was restored where needed, and a playful Easter board game brought a more interactive format. Student C and Student D — the quieter learners — recorded stronger participation in the later stage; longer answers remained the slowest 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
Three practical suggestions from the action research: AI-assisted worksheet design, combining structured & communicative speaking, and interactive formats such as board games.
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.
Phản hồi nhận xét phản biện
9 góp ý chi tiết của phản biện (45/50 · Dobry Plus) — kèm điều luận văn đã có, mở rộng cụ thể để củng cố, và câu trả lời gợi ý khi bảo vệ.
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.