Abstract
To explore communicative readiness and motivation among refugee teachers in Malaysia, 30 refugee teachers registered under UNHCR were recruited Drawing on a quantitative approach, questionnaires consisting of 20 items adapted from McCroskey and Richmond’s (2013) Willingness to Communicate Scale, Gardner’s (2004) Attitude/Motivation Test Battery (AMTB) and Fulmer’s (2010) Organisational Communication Survey were distributed. The data analysis revealed that communication apprehension was negatively associated with willingness to communicate and anxious teachers were less willing to communicate with strangers and acquaintances. A negative relationship between interpersonal conversation subscale of communication apprehension and intrinsic motivation was also observed. Those who regarded learning English as important were more willing to converse in the said language. It is hoped that this study could serve as an introductory guide to NGOs and existing voluntary groups when designing materials, syllabus and curriculum specifications for refugee teachers.
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