Abstract
The present study focuses on bilingual learners’ willingness to communicate (WTC) in English and foreign language anxiety (FLA) when speaking English in the classroom at Yugra State University. The paper reviews the theory, experiment and methods of pedagogical correction for those who are interested in these two phenomena in their research. The aim of the paper is twofold: to identify the main communicational difficulties faced by learners, explore the underlying causes, and provide some recommendations to overcome learners’ unwillingness to communicate in English actively and freely. The findings support the claims that FLA and WTC stem from issues with foreign language proficiency as well as some personal traits with FLA and WTC influencing each other and the process of mastering a second language.
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