Examining the relationships between willingness to communicate in English, communication confidence, and classroom environment

2014 IJRSET – Volume 3 Issue 1

Author/s:

Ghonsooly, Behzad
Ferdowsi University of Mashhad, Iran (Ghonsooly@yahoo.com)

Hosseini Fatemi, Azar
Ferdowsi University of Mashhad, Iran (azar.h.fatemi@gmail.com)

Khajavy, Gholam Hassan*
Ferdowsi University of Mashhad, Iran (Hasan.khajavi@gmail.com)

Abstract:

The purpose of the present study is to examine the Iranian EFL learners’ level of willingness to communicate in English, and the relationships between willingness to communicate, communication confidence, and classroom environment. For this purpose, 243 Iranian EFL learners participated in this study. Results of the descriptive statistics indicated that participants were moderately willing to communicate in English inside the language classroom, felt low levels of anxiety, and perceived themselves moderately confident to communicate in English in the classroom. Correlational analyses also indicated that willingness to communicate is positively correlated with classroom environment and perceived communicative competence, and negatively correlated with communication anxiety.

Keywords: willingness to communicate; perceived communicative competence; communication anxiety; classroom environment

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DOI: https://doi.org/10.5861/ijrset.2013.392

*Corresponding Author