Relationship between L۲ Willingness to Communication and Self-confidence among Iranian EFL Learners

Willingness to Communication (WTC) is a dynamic process and readiness of the students to engage in communication and preparation of the learners to initiate communication. Over the past decades, there has been a dramatic increase in academic research on WTC and personal variables. This paper aimed to investigate the relationship between the L۲ WTC and self-confidence among Iranian EFL Learners. To this end, through a non-experimental, descriptive research design, ۶۰ Iranian students were randomly selected from among students majoring in English at the university undergraduate level in Isfahan, Iran, during ۲۰۲۱. To collect the data, ۲۷- items WTC and ۱۱-items self-confidence questionnaires were distributed among the participants. The collected data were analyzed in the form of frequency and percentage, through a descriptive statistical procedure and correlation coefficient. The findings suggested that a significant positive correlation between these two WTC and self-confidence. The implications are discussed to present ideas to learners, teacher trainers, language teachers, and curriculum designers in order to raise their awareness of the relationship between self-confidence and L۲ WTC. The findings of this study could have theoretical and pedagogical implications for teachers and teacher trainers, as well as curriculum designers. The findings could attract their attention to the involvement and cognition of learners’ behavior and emotions in the engagement at the class.

کلیدواژه ها:

Willingness to Communicate ، Communication ، EFL Learners ، Self-Confidence