Language learning can be stressful for learners when they are required to communicate with classmates using the target language. In such situations, high-anxious often feel frustrated compared low-anxious learners. Feelings of language anxiety may obstruct learner’s willingness (WTC). However, not many studies have elaborated straight-forward relationships between these two variables. Thus, thi...

Individual differences in language learning have been under close scrutiny for several decades. However, there is still place to be filled with new research understand how and what extent these relate to/effect process. Both foreign classroom anxiety (FLCA) second willingness communicate (L2 WTC) key individual paradigm educational psychology applied linguistics. To this end, the current study ...

This study examines a group of Saudi military cadets studying English as foreign language and their willingness to communicate (WTC) using English. The investigated the relationship between cadets’ WTC vocabulary size, along with perceived competence. In addition, looked at L2 anxiety. A survey was designed for administered 113 an average age 20 years old. Correlation regression analyses reveal...

The present study examined the relationship between willingness to communicate (WTC) and intrinsic/extrinsic motivation among Iranian intermediate learners of English. It also attempted to identify the motivational orientations which best predicted learners’ WTC. Moreover, it measured Iranian intermediate learners’ willingness to read (WTR), willingness to listen (WTL), and willingness to write...