EFL Teachers’ Classroom Discipline Strategies and Learners’ Willingness to Communicate in English Inside the Classroom

Abstract

The present study investigated the relationship between EFL learners’ perception of their teachers’ classroom discipline strategies and their willingness to communicate (WTC) in English inside the classroom. As many as 87 learners completed the classroom discipline strategies questionnaire (Lewis, Romi, Qui, & Katz, 2005) and the scale for WTC inside the classroom (MacIntyre, Baker, Clement, & Conrod, 2001). The results indicated that learners’ WTC inside the classroom was significantly related to their perception of the discipline strategies employed by their teachers. Furthermore, teachers’ discipline strategies were found to account for 38% of the variance in learners’ second language (L2) WTC inside the classroom.