How Social Support and Foreign Language Anxiety Impact Willingness to Communicate in English in an EFL Classroom

Ammara Kalsoom · Zahid Hussain Pathan

25 citations0/0 files storedInternational Journal of English Linguistics

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

EFL/ESL Teaching and Learning Second Language Acquisition and Learning Communication in Education and Healthcare

Abstract

This study investigates the impact of social support and foreign language anxiety (FLA) on learners’ willingness to communicate (WTC) in English (L2) inside the classroom in an EFL context of Pakistan. The study administered adapted questionnaires on willingness to communicate (WTC), social support and foreign language anxiety (FLA) to 200 undergraduates of University of Balochistan, Quetta, Pakistan. To analyse the data, both descriptive and inferential statistics were performed in the SPSS. The findings on the social support revealed that father’s support, teachers’ support, best friends’ support, and other friends’ support exerted impact on learners’ L2 WTC. Additionally, anxiety also negatively and significantly predicted L2 WTC with a medium effect size (f2 = .26). These findings signify that provision of social support and means to minimize L2 anxiety can help L2 learners enhance their volitional readiness for L2 communication. The findings of this study have implications for EFL classroom participation in the target language and offer an insight for the policy and planning for the use of English language in an EFL context.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 25 citations exist upstream.

References

1991The theory of planned behavior 1986Foreign Language Classroom Anxiety 2007Educational Research: Quantitative, Qualitative, and Mixed Approaches 1998Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation 2006Sociocultural Theory and the Genesis of Second Language Development 2002Willingness to Communicate in a Second Language: The Japanese EFL Context 2003Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications 2009Motivation, Language Identity and the L2 Self

Cited by

2025The relations among foreign language anxiety, academic buoyancy and willingness to communicate in EFL classroom 2023Students Know Best: Modeling the Influence of Self-Reported Proficiency, TOEIC Scores, Gender, and Study Experience on Foreign Language Anxiety

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.