Abstract
Language learning can be stressful for learners when they are required to communicate with classmates using the target language. In such situations, high-anxious learners often feel frustrated compared to low-anxious learners. Feelings of language anxiety may obstruct learner’s willingness to communicate (WTC). However, not many studies have elaborated straight-forward relationships between these two variables. Thus, this study seeks to ascertain: 1) the correlations between language anxiety and WTC, 2) the differences of WTC between high-anxious and low-anxious learners, and 3) learner willingness to use the four skills in English. A total of 145 university students participated in this study. Results indicated the significant negative correlation between language anxiety and WTC. Results of the t -test indicated significant differences in WTC scores among high-anxious and low-anxious learners. As a result, the negative relationships between language anxiety and WTC as well as a clear contrast in high- and low-anxious learners’ WTC were established.
Highlights
Language anxiety is recognized as one of the important individual factors in Second Language Acquisition (SLA) studies
Willingness to Communicate (WTC) is one of the individual factors which have been of interest to foreign language teachers, as the ultimate goal of language classes is to enable learners to communicate in the target language
Language anxiety has long been viewed as a negative factor in language learning, while, on the other hand, WTC has been recognized as a positive factor (e.g., Matsuoka, 2008; Rastegar & Karami, 2015)
Summary
Language anxiety is recognized as one of the important individual factors in Second Language Acquisition (SLA) studies. Language anxiety has long been viewed as a negative factor in language learning, while, on the other hand, WTC has been recognized as a positive factor (e.g., Matsuoka, 2008; Rastegar & Karami, 2015). These two individual factors can be considered as occupying opposite positions in foreign language learning. As Shimamura (2010) states, English education in Japan has been gradually shifting to a more practical communication-oriented focus. Communication-oriented classes are offered even in junior high or high schools as well as universities
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