Abstract
The present quantitative study investigated the relationship between willingness to communicate (WTC) and learner autonomy in an EFL context. In addition, it explored the probable effect of gender on the relationship between learner autonomy and WTC. Furthermore, it investigated whether WTC could predict learner autonomy. The data were collected from 142 upper-intermediate and advanced EFL learners (72 males and 70 females) by means of two questionnaires, the Learner Autonomy Questionnaire and the WTC Scale. The findings indicated that WTC correlated significantly and positively with learner autonomy. Moreover, correlational analysis revealed that gender modified this relationship in that the relationship between WTC and learner autonomy was stronger and more positive among female learners. The results revealed that WTC was a partial predictor of learner autonomy in this EFL context.
Highlights
Throughout language learning experiences, there are a plethora of situations in which learners are not provided with ample opportunities to use the target language communicatively
A high level of learner autonomy correlated with a high level of willingness to communicate
Autonomy paves the way for language learners to succeed in language learning and motivates them to generate new ideas to improve their overall language proficiency in L2
Summary
Throughout language learning experiences, there are a plethora of situations in which learners are not provided with ample opportunities to use the target language communicatively. As Little (2007) indicates, students are not just language learners and active users of the language for communicative purposes. The majority of EFL classes in Iran including secondary schools, universities, and language institutes are conducted in a lockstep style in which very few opportunities are provided for language learners to use English independently of the help of their teachers. Rarely are language learners provided with the chance to use their own understanding and knowledge of the language communicatively in and outside of the classroom. Learners’ need for interaction and transmission of their ideas and purposes has highlighted the undeniable role of using language to communicate in second and foreign language teaching and learning in recent decades
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