Investigating Factors Influencing Willingness to Communicate in the Virtual Learning Communities among EFL Majors

Abstract

The present research aimed at investigating the degree of willingness to communicate (WTC) in the virtual learning communities (VLCs) among the third year EFL majors at the Faculty of Education, Al-Azhar University. To meet such an end, the mixed methods approach (explanatory sequential design) was utilized. Specifically, a questionnaire assessing the degree of WTC in VLCs was completed by the research quantitative sample (totalling 125) who were randomly selected from the third year EFL majors at the Faculty of Education, Al-Azhar University. Likewise, semi-structured interviews were conducted with qualitative sampling (totalling 7) who were assigned via the most convenient sampling technique. The results of the quantitative as well as qualitative analyses confirmed that the degree of WTC was relatively low; more critically, there were many positive as well as negative factors influencing WTC in VLCs. The research recommended focusing on VLCs as it is a promising environment in the 21st century and adopting effective teaching learning practices in order to increase the EFL learners' WTC.