WHAT IT TAKES TO COMMUNICATE COMPARING EFL STUDENTS’ WILLINGNESS TO COMMUNICATE IN TRADITIONAL AND ONLINE CLASSROOM
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U savremenoj metodici nastave engleskog kao stranog jezika u kojoj dominira komunikativni pristup učenju, kao jedan od kljućnih pojmova javlja se termin „spremnost za komunikaciju“. Ovaj termin podrazumeva istovremeni uticaj niza ličnih, društvenih i situacionih faktora koji zajedničkim delovanjem utiču na odluku učenika da se upusti u komunikaciju na stranom jeziku u datom trenutku. Rad se bavi ispitivanjem nivoa spremnosti za komunikaciju na engleskom jeziku u univezitetskoj nastavi koja se realizuje u dva konteksta: u tradicionalnoj učionici i u onlajn okruženju, tj. u vidu nastave na daljinu. Nastava na daljinu koja se odvija u realnom vremenu pruža tri načina za komunikaciju na času: putem direktnog video uključenja, putem zvučnog uključenja samo, i putem pisanja poruka. Ova tri oblika komunikacije uzeta su u obzir prilikom ispitivanja spremnosti studenata za komunikaciju na engleskom jeziku i upoređena su sa nivoom spremnosti za komunikaciju u tradicionalnoj nastavi. Odgovori su prikupljeni pomoću onlajn upitnika koji je popunio 281 student novosadskog univerziteta tokom akademske 2020-2021. godine. Statističkom obradom podataka došlo se do opšteg zaključka da studenti pokazuju veću spremnost za komunikaciju u tradicionalnoj učionici nego u onlajn okruženju. Što se tiče tri načina komuniciranja u onlajn okruženju, podaci govore da je spremnost za komunikaciju najveća ukoliko se ona odvija putem ispisivanja poruka, a da je najmanja kada student treba da uključi i kameru i mikrofon. Dobijeni rezultati ukazuju na kompleksnost izvođenja nastave jezika na daljinu u kojoj komunikativne aktivnosti moraju biti zastupljene u sva tri vida interakcije, uz pažljivo planiranje redosleda aktivnosti koje će najpre podrazumevati pisanu komunikaciju u vidu poruka, zatim audio uključivanje studenata, i konačno, učešće studenata i putem video slike.
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