Willingness to communicate (WTC) in a foreign language has gained much more attention as an important concept in improving students’ oral skills. The present study explored undergraduate students’ perceptions of their WTC in English across four types of contexts and three types of receivers. The exploratory design was employed with 100 college students who were involved in the current study. Data of the study were collected through using a self-reported questionnaire. Descriptive statistics including mean and standard deviations were run to analyze the data. Students were found to be more willing and less willing to communicate in classes in terms of both communication contexts and in terms of the three types of receivers. Some pedagogical implications for future research are provided by the end of the study.
This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License