Willingness to Communicate (WTC) in Arabic for Students of State Islamic University

Abstract

Willingness to Communicate (WTC) stands as a crucial factor influencing language usage intensity, particularly in the pursuit of language learning objectives. This study investigates the WTC levels of students enrolled in Arabic Language Education (PBA) and Arabic Language and Literature (BSA) programs across three distinct contexts: inside the classroom (IC), outside the classroom (OC), and in the digital context (DC). Furthermore, the research seeks to identify the contributing factors affecting WTC in Arabic. Employing both quantitative and qualitative methodologies, the study assesses the WTC of PBA and BSA students. A sample size of n = 213 (PBA = 110, BSA = 103) is utilized for the quantitative analysis, employing questionnaires to collect data, subsequently analyzed through descriptive statistics. The qualitative approach delves deeper into understanding the factors influencing WTC in Arabic among PBA and BSA students. The findings reveal that BSA students exhibit a higher WTC rate compared to PBA students across all three contexts: IC, OC, and DC. Notably, the most elevated WTC levels are observed inside the classroom (IC). Multiple factors, including environmental conditions, Arabic language proficiency, and psychological states, contribute to this variance. Consequently, the study recommends that educators implement engaging learning methodologies within the classroom to foster increased Arabic language acquisition and a heightened willingness to utilize Arabic among students.