Abstract
Oral communication skills can be regarded as core and significant skills in foreign language learning. English language teaching (ELT) educators have always been concerned with finding appropriate ways that can help English as a foreign or second language learners (EFL/ESL) to improve their oral communication skills. Such skills are closely related to the learners’ willingness to communicate (WTC). Currently, researchers in ELT have focused their attention on the significance of classroom environmental factors in developing learners’ WTC. Therefore, this study examines the association between classroom environmental factors and Libyan EFL students’ WTC. The results of the descriptive analysis indicated that the individual’s level of WTC and classroom environment among Libyan EFL students is at a moderate level. Analysis using correlations indicated a positive relationship between WTC, students’ cohesiveness, and task orientation. Multiple regressions analysis revealed that only students’ cohesiveness and task orientation were significant predictors of WTC. However, for teacher support, there was no apparent correlation and prediction relationship between teacher’s support and learners’ WTC. The study has implications for EFL university instructors and the academic authorities who are concerned with enhancing the oral communication skills of undergraduate students and enable them to become better communicators in the future.
Highlights
Students enhancing their academic performance (Richards &Renandya, 2002)
Since Arabic as a native language is spoken as the first language in Libya and English is used as a foreign language, many Libyan students are unable to converse in the target language
With regard to the first question which explored the students’ level of willingness to communicate (WTC) in English and their perception of classroom environments, it was found that the level of WTC of the students was at a moderate level which means that the Libyan EFL students were willing to communicate using the English language in the classroom
Summary
Students enhancing their academic performance (Richards &Renandya, 2002). In this regard, WTC has been considered as one of the factors that can help in motivating students toward improved oral communication (Wen & Clément, 2003; Yashima, et al, 2004). The students’ first language is a factor that cannot be changed since the native first language is acquired from childhood, the classroom environment, is a factor that can be enhanced to increase WTC among Libyan learners in a foreign language context. For this purpose, this paper aims to highlight the significance of the classroom atmosphere as a key factor influencing Libyan EFL university candidates’ WTC in the classroom context
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