Iranian EFL Learners' Willingness to Communicate across Different Context- and Receiver-Types

Abstract

Willingness to communicate is the most basic orientation toward communication. Almost anyone is likely to respond to a direct question, but many will not continue or initiate interaction. This paper investigates Iranian EFL learners' perceptions of their willingness to initiate communication across four types of context and three types of receiver. The study employed a questionnaire consisting of 20 situations in which a person might choose to communicate or not to communicate. The study concludes that learners were highly willing to communicate in two context-types (Group Discussion, & Meetings) and one receiver-type (Friend). They were not willing to initiate communication in other situations. The main reason is that majority of Iranians have the experience of communicating in English only in language classrooms in which they can have some group discussion, meetings, and friendly chat. They don't have an access to a native speaker or possibility to travel to an English speaking country. In general, it can be said that Iranian EFL learners are willing to initiate communication in situations experienced before, like group discussion or communicating with their friends. They don't feel confident enough to initiate communication in unfamiliar situations like public speaking. Therefore, context- and receiver-type familiarity is an effective factor for the situation in which a learner initiates communication

Factors Affecting Students’ Willingness to Communicate in EFL Classroom at Higher Institution in Indonesia

“…Research into willingness to communicate (WTC) has been increasingly thriving since its first application to the field of second language acquisition (SLA) in the 1990s (Peng, 2013). WTC as a goal of foreign language learning and teaching has drawn the attention of language researchers and language practitioners in recent years (see, for example, Peng, 2012;Peng, 2013, Riasati, 2012Barjesteh et al, 2012;Fu & Wang, 2012;Khany & Nejad, 2016;Macintyre, 2007;Macintyre et al, 2011;Mirzane & Khabiri, 2016;Nazari & Allahyar, 2012;Zarrinabadi & Abdi, 2011, Eddy-U, 2015Zarrinabadi et al, 2014;Kamdideh & Barjesteh, 2019;and Léger & Storch, 2009). Macintyre (2007, p. 564) asserts that a degree of willingness to communicate (WTC) with the potential to rise and fall rapidly as the situation changes.…”

Willingness to Communicate in English among Iranian EFL Students

“…(cf. McCroskey & Baer, 1985 In another study on Iranian students' WTC, Barjesteh, H., Vaseghi, R., and Neissi, S. (2012) indicated that learners are much more willing to communicate in group discussions and meetings with friends than other situations. They conclude that Iranian students are willing to initiate communication in situations experienced before, like group discussion or communicating with their friends.…”

Relationship between Intermediate EFL Learners' Communication Apprehension, Willingness to Communicate, and Speaking Ability

“…Their lack of familiarity with the situation may also be influential. Unfamiliarity probably makes learners less confident and more insecure in a way that they prefer to withdraw a communicative encounter (Barjasteh, Vaseghi, & Neissi, 2012). Consequently, it is highly suggested that such factors should be avoided to the extent possible in academic contexts.…”