A model of willingness to communicate in English in Iranian EFL classroom context

Abstract

The present study aimed to investigate the relationships between WTC in English in classroom context and four trait-like variables: L2 confidence, L2 motivation, L2 anxiety and grit, to propose a WTC model in EFL classroom setting in Iran, and to identify the best predicting variable of WTC in English. The participants were 488 non-English majored university students in two public and two private universities in Iran. The research instrument used in this study was an online questionnaire. The structural equation modeling (SEM) using Amos was conducted to analyze the data. The key findings are as follows. First, positive relationships were found between WTC in English and L2 confidence, L2 motivation, and grit and a negative relationship was found between WTC in English and L2 anxiety. Second, based on the finalized model, L2 confidence, L2 motivation, and L2 anxiety are the predicting variables of WTC in English in Iranian EFL classroom settings whereas grit serves as a mediator through L2 motivation and L2 anxiety. Lastly, L2 motivation was found to be the best predicting variable for WTC in English. In order to enhance the willingness to communicate in English with university students in Iran, English teachers are recommended to design their lessons to help students enhance and maintain L2 motivation, build L2 confidence, reduce L2 anxiety and develop grit.