The melody of language learning at intermediate and upper levels: an emphasis on free discussion panels as an indispensable part of language classes and the effects on willingness to communicate, growth mindfulness, and autonomy

Abstract

AbstractThis qualitative study investigated the impact of discussion panels on language education, focusing on willingness to communicate (WTC), growth mindfulness, and autonomy among Chinese learners at intermediate and upper-intermediate proficiency levels. The study, conducted in Hebei, China, involved 27 learners, with 14 in the experimental group exposed to discussion panels and 13 in the control group receiving traditional teacher-fronted lessons. The research design employed semi-structured interviews, observations, and document analysis for data collection, analyzed manually through thematic analysis. Results revealed that learners in the experimental group exhibited heightened WTC, increased growth mindfulness, and greater autonomy compared to the control group. The discussion panels facilitated authentic language use, collaborative discourse, and turn-taking, aligning with communication theory, sociocultural theory (SCT), and learner-centered pedagogy. Findings also resonated with the significance of WTC in language learning, supported by established theories. Additionally, the study contributes to the growing literature on the intersection of mindfulness, autonomy, and language education. Implications for language teachers, policy-makers, syllabus-designers, and materials developers are discussed, emphasizing the potential benefits of integrating discussion panels. The study concludes with insights into limitations, suggestions for further research, and a call for pedagogical innovation to enhance language learning experiences.