A Correlational Study of the Use of Formal Educational Chat Rooms and Intermediate EFL Learners’ Willingness to Communicate

With the rapid advancement of digital technologies and the increasing adoption of online learning environments, formal educational chat rooms have become widely recognized tools for enhancing second and foreign language learning. These platforms, both synchronous and asynchronous in nature, provide learners with opportunities for real-time interaction, collaboration, and meaning-focused communication—elements essential for language development. However, despite their widespread use, limited research has examined the specific impact of these digital communication tools on learners' psychological readiness to engage in language use, particularly their Willingness to Communicate (WTC) in English as a Foreign Language (EFL) contexts. This study seeks to address this gap by exploring the relationship between the use of formal educational chat rooms and the WTC of intermediate EFL learners in Iran. A quantitative, correlational research design was adopted. The participants included ۱۴۳ Iranian EFL learners at the intermediate proficiency level, selected through convenience sampling. Data collection was conducted using a validated ۲۴-item Likert-scale questionnaire, which assessed both the frequency and nature of participants’ engagement with chat rooms, as well as their WTC across different communicative situations. Descriptive statistics and Pearson correlation analysis were used to examine the data. The findings revealed a statistically significant and strong positive correlation (r = ۰.۸۶۶, p < ۰.۰۰۱) between the use of formal educational chat rooms and learners’ WTC. These results suggest that regular engagement with such platforms can meaningfully enhance learners’ confidence, reduce communication apprehension, and foster more active participation in language tasks. The study offers pedagogical insights into the integration of digital interaction tools in formal EFL instruction. It highlights the potential of chat-based communication in promoting a communicative classroom culture. Implications for curriculum design, teacher training, and