scholarly journals Relationships Between Foreign Language Anxiety and Willingness to Communicate Among Japanese EFL Learners

2021 ◽  
Vol 8 (1) ◽  
pp. 1-12
Author(s):  
Satomi Fujii
Keyword(s):  
Foreign Language ◽  
Willingness To Communicate ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Efl Learners

scholarly journals How Social Support and Foreign Language Anxiety Impact Willingness to Communicate in English in an EFL Classroom

2020 ◽  
Vol 10 (2) ◽  
pp. 80 ◽  
Author(s):  
Ammara Kalsoom ◽  
Niaz Hussain Soomro ◽  
Zahid Hussain Pathan
Keyword(s):  
Social Support ◽  
Foreign Language ◽  
English Language ◽  
Willingness To Communicate ◽  
Target Language ◽  
Language Anxiety ◽  
Medium Effect ◽  
Foreign Language Anxiety ◽  
Efl Context ◽  
The Impact

This study investigates the impact of social support and foreign language anxiety (FLA) on learners’ willingness to communicate (WTC) in English (L2) inside the classroom in an EFL context of Pakistan. The study administered adapted questionnaires on willingness to communicate (WTC), social support and foreign language anxiety (FLA) to 200 undergraduates of University of Balochistan, Quetta, Pakistan. To analyse the data, both descriptive and inferential statistics were performed in the SPSS. The findings on the social support revealed that father’s support, teachers’ support, best friends’ support, and other friends’ support exerted impact on learners’ L2 WTC. Additionally, anxiety also negatively and significantly predicted L2 WTC with a medium effect size (f2 = .26). These findings signify that provision of social support and means to minimize L2 anxiety can help L2 learners enhance their volitional readiness for L2 communication. The findings of this study have implications for EFL classroom participation in the target language and offer an insight for the policy and planning for the use of English language in an EFL context.

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