Tag Archives: Willingness to Communicate

Enhancing Willingness to Communicate and Self-Perceived Communication Competence through Debates on National Current Affairs (Published)

Learning a foreign language is crucial for university students’ comprehensive academic training. However, Chilean undergraduate students have proven reluctant to speak in English, and they struggle to communicate orally in classes. Willingness to communicate (WTC) is one of the variables affecting foreign language learning and it is influenced by different variables, such as, topics, grouping, interlocutor, teacher and self-perceived communication competence (SPCC). In this scenario, this study aims to explore to which extent debate on national current affairs could affect university students’ WTC orally in English as well as their SPCC. This study followed an action research design and the data was collected through two questionnaires, class observation and a focus group interview. The findings showed an increase in WTC and SPCC in three of the four students observed. Thus, debates on national current affairs could be a useful tool to enhance students’ willingness to communicate.

Keywords: Speaking Skill, Willingness to Communicate, authentic didactic material, debate technique, self-perceived communication competence

To Talk or Not To Talk: Perceptions of Yemeni Undergraduates Regarding Their Willingness to Communicate in English (Published)

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.

Keywords: And Receiver- Type., Context- Type, Perception, Willingness to Communicate