Exploring the role of ESL teachers and SISC+ officers in promoting willingness to communicate in Malaysian primary schools.

Abstract

This preliminary investigation examines how ESL teachers and SISC+ officers perceive their roles in fostering students' Willingness to Communicate (WTC) in Malaysian primary schools. The main objective was to assess the feasibility and clarity of qualitative instruments; namely, semi-structured interviews and open-ended questionnaires, for use in a larger research project. Feedback was collected from a novice ESL teacher, an experienced teacher, and a SISC+ officer to evaluate the suitability of the data collection tools. While no generalizable findings were drawn, preliminary reflections indicated potential areas of interest such as psychological and cultural barriers to communication, learner-centered teaching strategies, and support-related challenges. The results informed adjustments to research instruments to ensure appropriateness and relevance for broader-scale data collection.