The Relationship between Willingness to Communicate, Locus of Control and Foreign Language Anxiety among Iranian EFL Learners

Ehsani, Farzaneh; Moghaddam, Qotboddin Jan-nesar

doi:10.52547/ieepj.3.3.319

Cited by 1 publication

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References 17 publications

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“… Horwitz (2017) also found out that foreign language anxiety has a negative significant correlation with the willingness to communicate. Ehsani and Moghaddam (2021) found a negative correlation between foreign language anxiety and willingness to communicate. They argued that less anxious learners are inclined to have higher levels of intention to communicate.…”

Section: Literature Reviewmentioning

confidence: 91%

The role of English as a foreign language learners’ grit and foreign language anxiety in their willingness to communicate: Theoretical perspectives

Wang

Shi

2022

Front. Psychol.

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Learners’ willingness to communicate in a foreign language is regarded as a critical issue in educational contexts, so the role of emotional factors in learners’ willingness to communicate has drawn the attention of investigators. This review investigated the studies on the relationship between English as a Foreign Language (EFL) learners’ grit, foreign language anxiety, and willingness to communicate. This review showed a significant relationship between learners’ grit and willingness to communicate. The earlier studies showed that gritty learners with incessant inspiring efforts are more likely to communicate in a foreign language. This review also indicated that lower anxious learners tend to have more willingness to communicate. Earlier studies also indicated that the theories, such as broaden-and-build, positive psychology, dynamic system, affective filter, and attentional control can justify the relationships between these constructs. Moreover, the study has some pedagogical implications and suggestions for teachers, learners, syllabus designers, material developers, teacher educators, policy-makers, and advisors. The ideas can improve their awareness of teachers’ willingness to communicate, grit, and foreign language anxiety in educational environments.

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Section: Literature Reviewmentioning

confidence: 91%