Role of Anxiety in Willingness to Communicate in the Jordanian EFL Context

Anxiety is understood as being worried, an emotional reaction that accompanies one’s learning. In the foreign language context, it may hinder learning experience and lead to communication apprehension. This study investigates role of anxiety in willingness communicate across Jordanian EFL eighth-grade students at a private school Amman. Direct observations interviews were conducted twenty two teachers. The analysis data obtained from showed majority reluctant participate English classrooms, only average 10% their desire all observational categories. Firstly, interview affected students’ inside classrooms. Secondly, level was found be increased by several factors such fear making mistakes, criticised other people classroom, including teacher, negative teacher evaluation. Thirdly, results also some reasons led stemmed cultural beliefs deeply rooted concerning active participants or speaking front people. Finally, provides recommendations for teachers order create anxiety-free atmosphere classrooms reduce anxiety. Keywords: anxiety; beliefs; committing errors; learners; WTC