Abstract
This study explores perceptions of Saudi university students about the factors that affect their in-class willingness to communicate (WTC) in English. The study is conducted using a qualitative research approach. The sample of the study comprises 30 EFL students enrolled in the Preparatory Year programme at the Northern Border University (NBU) in Arar City, kingdom of Saudi Arabia (KSA). The data were collected through in-depth semi-structured interviews and then analyzed using a thematic content analysis. The results revealed that there are 19 factors affecting the students’ in-class WTC in English which can be categorized into three main themes that are learner-related factors (e.g., self-perceived communication competence, fear of making mistakes, fear of being laughed at, feeling of shyness, lack of confidence, being afraid of public speaking, previous communication experience), affective factors (e.g., motivation, second language communicative anxiety, evaluation apprehension), and classroom environment factors (e.g., topic interest, topic familiarity, instructional methods, instructional materials, time, classroom apprehension, instructor, class size, classmates). The study concludes with some pedagogical implications for EFL practitioners about L2 learners’ in-class participation in the target language and provides some insights for the improving the learning experience of English as a foreign language.
Highlights
The ever-growing demand of English around the World, as a global language, has increased the need for good communication skills among the foreign language learners for them to attain communicative competence
The results revealed that there are 19 factors affecting the students’ in-class willingness to communicate (WTC) in English which can be categorized into three main themes that are learner-related factors, affective factors, and classroom environment factors
Implying the inductive thematic analysis, the researcher categorized the data into three main themes and 19 sub-themes. into three main themes that are learner-related factors, factors, and classroom environment factors
Summary
The ever-growing demand of English around the World, as a global language, has increased the need for good communication skills among the foreign language learners for them to attain communicative competence. In this respect, the language policy planners have set demanding goals for the leaners to accomplish a high level of accuracy and fluency in the target language. Communicative Language Teaching (CLT), has emphasized the importance of English as a second language (ESL) learners using the target language in order to improve learners’ communicative competence (Larsen-Freeman & Anderson, 2013). The issue of learners’ willingness to communicate in a second language has received considerable attention in the last two decades (Yue, 2016; Lee & Lee, 2019; Lee, 2020)
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