The consequence of motivation and linguistic self-confidence in relation to pupils’ oral interaction

Abstract

This thesis discusses which consequences motivation and linguistic self-confidence have on pupils’ oral interaction in the English classroom. I bring up aspects such as the importance of oral interaction and pupils’ willingness to communicate, as well as theory regarding motivation and linguistic self-confidence. In order to investigate this, I used a qualitative approach and conducted a semi-structured interview with six 10th graders and their English teacher.

My findings show that motivation and linguistic self-confidence do have an impact on oral interaction, where the pupils’ motivation and linguistic self-confidence is linked to the output they produce. My findings show that the topic and the setting have a crucial impact on pupils’ willingness to interact orally in the classroom.

Keywords: oral interaction, willingness to communicate, motivation, linguistic self-confidence, language use anxiety.