Factors affecting willingness to speak English in language classrooms among Iranian EFL learners

The present study is an attempt to investigate Iranian EFL learners‟ willingness to speak English in language classrooms, and the factors that influence their willingness to speak. Moreover, the relationship between willingness to speak and language learning anxiety, language learning motivation, an...

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Main Author:	Riasati, Mohammad Javad
Format:	Thesis
Language:	English
Published:	2012
Subjects:	English language - Textbooks for foreign speakers English language - Study and teaching - Iranian speakers English language - Study and teaching - Foreign speakers
Online Access:	http://psasir.upm.edu.my/id/eprint/39733/1/FPP%202012%2063R.pdf
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id	my-upm-ir.39733
record_format	uketd_dc
spelling	my-upm-ir.397332015-08-10T03:01:30Z Factors affecting willingness to speak English in language classrooms among Iranian EFL learners 2012-12 Riasati, Mohammad Javad The present study is an attempt to investigate Iranian EFL learners‟ willingness to speak English in language classrooms, and the factors that influence their willingness to speak. Moreover, the relationship between willingness to speak and language learning anxiety, language learning motivation, and self-perceived speaking ability is sought. Furthermore, the study seeks the extent to which willingness to speak contributes to an improvement in the learners‟ speaking ability. The study adopts a primarily quantitative approach, followed by qualitative data aimed at expanding and elaborating on the quantitative data. One hundred and fifty six EFL learners selected based on purposive sampling took part in the study. A packet of questionnaires were employed to measure willingness to speak, language learning anxiety and language learning motivation. To shed more light on learners‟ willingness to speak, semi-structured interviews were conducted with seven participants in order to arrive at richer findings. Further, all participants took part in an IELTS speaking test in order to find out if their willingness to speak is related to their speaking performance. Results showed that learners were fairly willing (but not highly willing) to speak English in class. Moreover, it was found that willingness to speak is negatively correlated with language learning anxiety, while positively correlated with language learning motivation and self-perceived speaking ability. Several factors were identified as having an influence on learners‟ willingness to speak, including topic of discussion, effect of interlocutor, shyness, self-confidence, teacher, and classroom atmosphere. Finally, learners took part in a speaking test, through which, it was found that those who were more willing to speak got a higher speaking score. Based on the findings of the study, a foreign language classroom Willingness to Speak (WTS) model of factors underlying willingness to speak English in language classrooms is proposed. Pedagogical implications for language teachers and learners are provided as well. English language - Textbooks for foreign speakers English language - Study and teaching - Iranian speakers English language - Study and teaching - Foreign speakers 2012-12 Thesis http://psasir.upm.edu.my/id/eprint/39733/ http://psasir.upm.edu.my/id/eprint/39733/1/FPP%202012%2063R.pdf application/pdf en public phd doctoral Universiti Putra Malaysia English language - Textbooks for foreign speakers English language - Study and teaching - Iranian speakers English language - Study and teaching - Foreign speakers
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English
topic	English language - Textbooks for foreign speakers English language - Study and teaching - Iranian speakers English language - Study and teaching - Foreign speakers
spellingShingle	English language - Textbooks for foreign speakers English language - Study and teaching - Iranian speakers English language - Study and teaching - Foreign speakers Riasati, Mohammad Javad Factors affecting willingness to speak English in language classrooms among Iranian EFL learners
description	The present study is an attempt to investigate Iranian EFL learners‟ willingness to speak English in language classrooms, and the factors that influence their willingness to speak. Moreover, the relationship between willingness to speak and language learning anxiety, language learning motivation, and self-perceived speaking ability is sought. Furthermore, the study seeks the extent to which willingness to speak contributes to an improvement in the learners‟ speaking ability. The study adopts a primarily quantitative approach, followed by qualitative data aimed at expanding and elaborating on the quantitative data. One hundred and fifty six EFL learners selected based on purposive sampling took part in the study. A packet of questionnaires were employed to measure willingness to speak, language learning anxiety and language learning motivation. To shed more light on learners‟ willingness to speak, semi-structured interviews were conducted with seven participants in order to arrive at richer findings. Further, all participants took part in an IELTS speaking test in order to find out if their willingness to speak is related to their speaking performance. Results showed that learners were fairly willing (but not highly willing) to speak English in class. Moreover, it was found that willingness to speak is negatively correlated with language learning anxiety, while positively correlated with language learning motivation and self-perceived speaking ability. Several factors were identified as having an influence on learners‟ willingness to speak, including topic of discussion, effect of interlocutor, shyness, self-confidence, teacher, and classroom atmosphere. Finally, learners took part in a speaking test, through which, it was found that those who were more willing to speak got a higher speaking score. Based on the findings of the study, a foreign language classroom Willingness to Speak (WTS) model of factors underlying willingness to speak English in language classrooms is proposed. Pedagogical implications for language teachers and learners are provided as well.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Riasati, Mohammad Javad
author_facet	Riasati, Mohammad Javad
author_sort	Riasati, Mohammad Javad
title	Factors affecting willingness to speak English in language classrooms among Iranian EFL learners
title_short	Factors affecting willingness to speak English in language classrooms among Iranian EFL learners
title_full	Factors affecting willingness to speak English in language classrooms among Iranian EFL learners
title_fullStr	Factors affecting willingness to speak English in language classrooms among Iranian EFL learners
title_full_unstemmed	Factors affecting willingness to speak English in language classrooms among Iranian EFL learners
title_sort	factors affecting willingness to speak english in language classrooms among iranian efl learners
granting_institution	Universiti Putra Malaysia
publishDate	2012
url	http://psasir.upm.edu.my/id/eprint/39733/1/FPP%202012%2063R.pdf
_version_	1747811811951902720

Factors affecting willingness to speak English in language classrooms among Iranian EFL learners

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