Willingness to speak English among foreign language learners: A causal model

Abstract

The present study is an attempt to investigate the extent to which Iranian EFL learners are willing to speak English in language classrooms. Moreover, the relationship between willingness to speak (WTS) and language learning anxiety, language learning motivation, and self-perceived speaking ability is sought. Furthermore, the study seeks the extent to which WTS contributes to an improvement in the learners’ speaking ability. One hundred and fifty-six EFL learners selected based on purposive sampling took part in the study. A packet of questionnaires were employed to measure WTS, language learning anxiety and language learning motivation. Further, all participants took part in an IELTS speaking test in order to find out if their WTS is related to their speaking performance. Results showed that learners were fairly willing (but not highly willing) to speak English in class. Moreover, it was found that WTS is negatively correlated with language learning anxiety, while positively correlated with language learning motivation and self-perceived speaking ability. Several factors were identified as having an influence on learners’ WTS, including topic of discussion, effect of interlocutor, shyness, self-confidence, teacher, and classroom atmosphere. Finally, learners took part in a speaking test, through which, it was found that those who were more willing to speak got a higher speaking score. Based on the findings, a foreign language classroom WTS model of factors underlying willingness to speak English is proposed. Results can have pedagogical implications for language learners and teachers.

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