Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context(TESOL Quarterly, John Wily Publications) (original) (raw)

TESOL Quarterly (John Wiley Publications)

This study examined willingness to communicate (WTC) in English among Iranian EFL learners in the classroom context. For this purpose, an L2WTC model based on WTC theory (MacIntyre, Clément, Dörnyei, & Noels, 1998) and empirical studies was proposed and tested using Structural Equation Modeling (SEM). This model examined the inter-relationships among WTC in English, communication confidence, motivation, classroom environment, attitudes toward learning English, and English language achievement. A total number of 243 English-major university students in Iran completed a questionnaire. The proposed SEM model adequately fit the data. Results of the SEM indicated that classroom environment was the strongest direct predictor of L2WTC, communication confidence directly affected WTC, motivation indirectly affected WTC through communication confidence, English language proficiency indirectly affected WTC through communication confidence, and the classroom environment directly affected attitudes, motivation, and communication confidence.

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