The Effect of Classroom Emotions, Attitudes Toward English, and Teacher Behavior on Willingness to Communicate Among English Foreign Language Learners. (September 2019)

• Record Type: Journal Article
• Authors: Dewaele, Jean-Marc
• Other Names: Pitts Margaret J. guest-editor.
• Is Part Of: Journal of language and social psychology. Volume 38:Number 4(2019)
• Page Start: 523
• Page End: 535
• Publication Date: 2019-09
• Subjects: willingness to communicate -- foreign language enjoyment -- foreign language classroom anxiety -- attitudes toward teacher -- attitudes toward foreign language; Sociolinguistics -- Periodicals; Psycholinguistics -- Periodicals; 401.905
• DOI: 10.1177/0261927X19864996
• Languages: English
• ISSNs: 0261-927X

Abstract

Willingness to communicate (WTC) in a foreign language is linked to a range of interacting learner-internal and learner-external variables. The present study identified the predictors of WTC of 210 foreign language learners of English from Spain. Multiple regression analyses revealed that the strongest (negative) predictor of WTC was foreign language classroom anxiety, while foreign language enjoyment and frequency of foreign language use by the teacher were positive predictors.