Exploring the Factors Affecting Saudi University Students’ In-Class Willingness to Communicate in English
Bibliographic Data
| ID | 21830518 |
|---|---|
| Authors | Saud Alenezi (Northern Border University, corresponding author) |
| Year | 2020 |
| Volume | 10 |
| Issue | 5 |
| Pages | 75 |
| Publication date | 2020-07-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of English Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 1923-869X • E-ISSN: 1923-8703 |
| Publisher | Canadian Center of Science and Education (PUBLISHER) |
| DOI | 10.5539/ijel.v10n5p75 |
| OpenAlex | W3039044199 |
| Language | EN |
| References cited | 14 |
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
Anxiety · Apprehension · Communication Apprehension · Communicative competence · Feeling · Mathematics education · Pedagogy · Perception · Public speaking · Qualitative research · Shyness · Sociology · Thematic analysis · Willingness to communicate · Communication in Education and Healthcare · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology · Social Psychology
Qualitative interviewing
Techniques and principles in language teaching
Reliability and validity of the willingness to communicate scale
Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings
How Social Support and Foreign Language Anxiety Impact Willingness to Communicate in English in an EFL Classroom
Willingness to Communicate
Interactional context and willingness to communicate
Investigating the dynamic nature of L2 willingness to communicate
The effects of short-term study abroad on L2 anxiety, international posture, and L2 willingness to communicate
Using thematic analysis in psychology
Conceptualizing Willingness to Communicate in a L2
Dynamic emergence of situational willingness to communicate in a second language
Barriers to healthy eating amongst men
Personality, Attitudes, and Affect as Predictors of Second Language Communication
| Citation velocity | historical |
|---|---|
| Highly cited | No |