Language Learners’ Willingness to Communicate and Speaking Anxiety in Online versus Face-to-Face Learning Contexts

Foreign language instruction has moved from face-to-face to online learning in response the COVID-19 pandemic. This study aimed explore extent which Language Classroom Enjoyment (FLCE), Speaking Anxiety (FLSA) and demographic variables (i.e., age, gender, course grades) are linked English as a (EFL) learners’ Willingness Communicate (WTC) under two conditions: conventional (face-to-face) learning. The sample consisted of 106 Saudi undergraduate EFL learners. research instrument was an questionnaire. data were analysed quantitatively through t-tests, Pearson correlational tests, hierarchical regression analysis. findings indicated that: (1) higher levels WTC found context than context; (2) FLCE positive predictor, while FLSA negative contexts; (3) high grade seemed be predictor only context. These imply that utilizing online-based learning, particularly developing speaking skills, may foster communication foreign language. Therefore, it is recommended teachers should support their students practicing L2 during classes more supportive atmosphere.