An in-depth study on students’ perceptions of key factors influencing their willingness to communicate in EFL classrooms
DOI:
https://doi.org/10.71028/jescs.v2i2.23Keywords:
EFL, learning motivation, speaking competence, willingness to communicateAbstract
Communicative competence has become a primary objective in second and foreign language education. A crucial component of achieving this competence is learners’ Willingness to Communicate (WTC) in the target language. This study aims to explore the perceptions of students regarding the factors that influence their WTC in English as a Foreign Language (EFL) classrooms. The main objective is to identify and analyze internal and external elements that contribute to students' decisions to engage in classroom communication using English. This research employed a qualitative case study design to gain deep insights into the subject matter. Two secondary school students were purposefully selected as participants based on contrasting backgrounds in English language exposure. One participant had extensive experience and exposure to English since early childhood, while the other had limited exposure and began learning English more recently. This purposeful sampling allowed the researcher to gather diverse and detailed perspectives. Data were collected through semi-structured interviews to elicit rich, open-ended responses. The interviews were then transcribed and analyzed using thematic analysis to identify recurring patterns and themes related to WTC. The analysis revealed several key factors influencing students’ WTC, including affective elements (such as confidence and anxiety), the classroom environment, linguistic competence, the nature of classroom tasks, and the teacher’s role and encouragement. The findings suggest that WTC in EFL settings is shaped by a combination of personal, social, and instructional dynamics. Students are more inclined to communicate when they feel emotionally secure, supported by their peers and teachers, and when the learning environment promotes engagement. The study concludes that fostering a positive emotional and instructional environment is essential for increasing WTC. The research highlights the importance of teacher sensitivity to student needs and recommends further studies involving more participants to enhance generalizability and explore additional influencing factors.
Downloads
References
Aini, S. H. (2020). The relationship between students’ beliefs and willingness to communicate among Indonesian senior high school students in EFL classroom. Retain, 8(1), 16-24.
Amrullah, A., Sahuddin, S., Nawawi, N., & Nurtaat, L. (2025). The English teachers’ perceptions of discovery learning and project-based learning at senior high school in Lombok West Nusa Tenggara. Journal of Education, Social & Communication Studies, 2(1), 23–29. https://doi.org/10.71028/jescs.v2i1.32 DOI: https://doi.org/10.71028/jescs.v2i1.32
Auliyah, Z., & Sujannah, W. D. (2023). Factors Contributing to Students’ Willingness to Communicate during English Day Program. SALEE, 4(2), 393–408. https://doi.org/10.35961/salee.v4i2.845 DOI: https://doi.org/10.35961/salee.v4i2.845
Basöz, T., & Erten, I. H. (2019). A Qualitative Inquiry into the Factors Influencing EFL Learners' In-Class Willingness to Communicate in English. Novitas-ROYAL (Research on Youth and Language), 13(1), 1-18.
Basöz, T., & Erten, I. H. (2018). Investigating tertiary level EFL learners' willingness to communicate in English. English Language Teaching, 11(3), 78-87. http://doi.org/10.5539/elt.v11n3p78 DOI: https://doi.org/10.5539/elt.v11n3p78
Bukhari, S. F., Cheng, X., & Khan, S. A. (2015). Willingness to Communicate in English as a Second Language: A Case Study of Pakistani Undergraduates. Journal of education and practice, 6(29), 39-44.
Calinao, J., Alvarez, K. A., Velarde, C., Padullon, J. M., Nacionales, J., & Claridad, N. (2023). The sound of education: Exploring Filipino students’ perceptions of teachers’ vocal quality in the classroom. Journal of Language, Literature, Social and Cultural Studies, 1(3), 145–152. https://doi.org/10.58881/jllscs.v1i3.101 (Original work published September 18, 2023) DOI: https://doi.org/10.58881/jllscs.v1i3.101
Castillo, C., Udtohan, A. M., Reyno, C. J., Pamplona, A., Nacionales, J., & Claridad, N. (2023). Examining email etiquettes of Filipino accountancy students: insights from Faculty members in a higher education institution. Journal of Language, Literature, Social and Cultural Studies, 1(2), 132–142. https://doi.org/10.58881/jllscs.v1i2.61 (Original work published July 2, 2023) DOI: https://doi.org/10.58881/jllscs.v1i2.61
Cook, V. (2008). Second Language Learning and Language Teaching (Fourth). London: Hodder Education.
Corpin, C. L. (2024). English teachers’ perceptions of supplemental teaching during the pandemic. Journal of Language and Pragmatics Studies, 3(2), 66–76. https://doi.org/10.58881/jlps.v3i2.52 DOI: https://doi.org/10.58881/jlps.v3i2.52
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, Inc.
Dewaele, J. M. (2019). The effect of classroom emotions, attitudes toward English, and teacher behavior on willingness to communicate among English foreign language learners. Journal of Language and Social Psychology, 38(4), 523-535.https://eprints.bbk.ac.uk/id/eprint/28090/ DOI: https://doi.org/10.1177/0261927X19864996
Dewaele, J., & Pavelescu, L. M. (2019). The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: a multiple case study. Innovation in Language Learning and Teaching, 15(1), 66–80. https://doi.org/10.1080/17501229.2019.1675667 DOI: https://doi.org/10.1080/17501229.2019.1675667
Docena, V. T., Buenaventura, K. H., Lobingco, W., Manlimos, S., Joseph Nacionales, J., & Claridad, N. (2023). Investigating oral presentation anxiety of freshmen English major students in a Philippine higher educational institution. Journal of Language and Pragmatics Studies, 2(3), 173–189. https://doi.org/10.58881/jlps.v2i3.27 DOI: https://doi.org/10.58881/jlps.v2i3.27
Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational research: Competencies for analysis and applications. Pearson Higher Ed
Ghonsooly, B., Khajavy, G. H., & Asadpour, S. F. (2012). Willingness to communicate in English among Iranian non–English major university students. Journal of language and Social Psychology, 31(2), 197-212. http://dx.doi.org/10.1177/0261927X12438538 DOI: https://doi.org/10.1177/0261927X12438538
Grant, S. (2018). Effects of intensive EFL immersion programmes on willingness to communicate. Thelanguage learning journal, 48(4), 442-453.https://doi.org/10.1080/09571736.2017.1422274 DOI: https://doi.org/10.1080/09571736.2017.1422274
Jasrial, D., Zaim, M., & Thahar, H. E. (2025). The impact of digital media on mastering grammar for effective TOEFL preparation and performance. Journal of Language and Pragmatics Studies, 4(1), 43–51. https://doi.org/10.58881/jlps.v4i1.61 DOI: https://doi.org/10.58881/jlps.v4i1.61
Lee, J. S. (2022). The role of grit and classroom enjoyment in EFL learners’ willingness tocommunicate. Journal of Multilingual and Multicultural Development,43(5),452- 468. https://doi.org/10.1080/01434632.2020.1746319 DOI: https://doi.org/10.1080/01434632.2020.1746319
MacIntyre, P. D., Burns, C., & Jessome, A. (2011). Ambivalence about communicating in a second language: A Qualitative study of French immersion Students’ willingness to communicate. The Modern Language Journal, 95(1), 81–96. https://doi.org/10.1111/j.1540-4781.2010.01141.x DOI: https://doi.org/10.1111/j.1540-4781.2010.01141.x
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The modern language journal, 82(4), 545-562.http://www.jstor.org/stable/330224. DOI: https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
Malate, J. J., Garcia, C. E. P., Granados, E. L., Lor, H. K., Nacionales, J., & Claridad, N. (2023). Non-verbal communication in the workplace: Perceptions of hospitality management Filipino student interns in the service encounters. Journal of Language and Pragmatics Studies, 2(3), 216–227. https://doi.org/10.58881/jlps.v2i3.29 DOI: https://doi.org/10.58881/jlps.v2i3.29
Manipuspika, Y. S. (2018). Correlation between Anxiety and Willingness to Communicate in the Indonesian EFL Context. Arab World English Journal, 9(2), 200–217. https://doi.org/10.24093/awej/vol9no2.14 DOI: https://doi.org/10.24093/awej/vol9no2.14
Maulida, I., Nasihin, M., & Silma, N. (2025). The influence of TikTok on children’s growth, behaviour, digital well-being, social interactions, and cognitive development. Kajian Pendidikan, Seni, Budaya, Sosial Dan Lingkungan, 2(1), 32–41. https://doi.org/10.58881/kpsbsl.v2i1.32 DOI: https://doi.org/10.58881/kpsbsl.v2i1.32
Mulyaningsih, R. D., & Murtafi'ah, B. (2022). Willingness to Communicate (WTC) Among tertiary English education students: A Survey Study. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 7(2), 177. DOI: https://doi.org/10.24235/eltecho.v7i2.11703
Peng, J., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL Classroom context. Language Learning, 60(4), 834–876. https://doi.org/10.1111/j.1467-9922. 2010.00576.x DOI: https://doi.org/10.1111/j.1467-9922.2010.00576.x
Prihartanti, N. (2017). Willingness to communicate in English: A case study of Indonesian university students. Kajian Linguistik Dan Sastra, 25(1), 71-81.
Punyaporn, P., & Soontornwipast, K. (2022). An Exploration of Students’ Willingness to Communicate in Thai EFL Online Classroom. Arab World English Journal (AWEJ) Special Issue on CALL (8). https://dx.doi.org/10.24093/awej/call8.5 DOI: https://doi.org/10.31235/osf.io/evnk5
Rastegar, M., & Karami, M. (2015). On the Relationship between Foreign Language Classroom Anxiety, Willingness to Communicate and Scholastic Success among Iranian EFL Learners. Theory and Practice in Language Studies, 5(11), 2387. https://doi.org/10.17507/tpls.0511.25 DOI: https://doi.org/10.17507/tpls.0511.25
Riasati, M. J. (2012). EFL learners’ perception of factors influencing willingness to speak English in language classrooms: A qualitative study. World Applied Sciences Journal, 17(10), 1287-1297.
Riasati, M. J. (2012). A Study of the Relationship between Willingness to Communicate and English Language Proficiency among EFL Learners in Iran. Journal of Language Teaching and Research, 3(5), 1017-1023. https://doi.org/10.4304/jltr.3.5.1017-1023.
Rihardini, A. A., Yaniafari, R. P., & Mukminatien, N. (2021). Students willingness to communicate using English: A survey study. Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya, 8(1), 75-94. https://doi.org/10.26740/paramasastra.v8n1.p75-94. DOI: https://doi.org/10.26740/paramasastra.v8n1.p75-94
Sari, F. A. (2016). Enhancing EFL students' willingness to communicate: Teachers' beliefs about their roles and strategies. Kajian Linguistik dan sastra, 1(1), 1-16. DOI: https://doi.org/10.23917/kls.v1i1.2473
Sanjaya, I. N. S., Wajdi, M., Sitawati, A., & Suciani, N. K. (2023). Indonesian EFL Learners’ Motivation to Learn Second Language Pragmatics. Indonesian Journal of EFL and Linguistics, 8(1), 13-26. https://doi.org/10.21462/ijefl.v8i1.566 DOI: https://doi.org/10.21462/ijefl.v8i1.566
Silma, N., et al. (2024). Unveiling the dynamics of language in action: A critical examination of classroom discourse practices in language education. Loquen: English Studies Journal, 17(2), 53–64. https://ftk.uinbanten.ac.id/journals/index.php/loquen/article/view/10597 DOI: https://doi.org/10.32678/loquen.v17i2.10597
Tuyen, L., & Loan, T. (2019). Factors Affecting EFL Students‟ Willingness to Communicate in Speaking Classes at the Vietnamese Tertiary Level. International Journal of English Literature and Social Sciences (IJELS), 4(2), 252-262. DOI: https://doi.org/10.22161/ijels.4.2.10
Wajdi, M. (2018). Classroom Discourse: A Model of Language Classroom Research. Surabaya: CV. Jakad Publishing
Weda, S., Atmowardoyo, H., Rahman, F., Said, M.M., & Sakti, A.E.F. (2021). Factors affecting students’ willingness to communicate in EFL classroom at Higher Institution in Indonesia. International Journal of Instruction, 14(2), 719-734. https://doi.org/10.29333/iji.2021.14240a DOI: https://doi.org/10.29333/iji.2021.14240a
Wen, W., & Clement, R. W. (2003). A Chinese conceptualisation of willingness to communicate in ESL. Language, Culture and Curriculum, 16(1), 18–38. https://doi.org/10.1080/07908310308666654 DOI: https://doi.org/10.1080/07908310308666654
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66.
Zarrinabadi, N. (2014). Communicating in a second language: Investigating the effect of teacher on learners’ willingness to communicate. System, 42, 288–295. https://doi.org/10.1016/j.system.2013.12.014 DOI: https://doi.org/10.1016/j.system.2013.12.014
Yashima, T. (2002). Willingness to Communicate in a Second Language: The Japanese EFL Context. Modern Language Journal, 86(1), 54-66. https://doi.org/10.1111/1540-4781.00136 DOI: https://doi.org/10.1111/1540-4781.00136
Zarrinabadi, N. (2014). The Role of Teacher Support and Peer Relationships in EFL Learners' Willingness to Communicate. Iranian Journal of Language Teaching Research, 2(2), 25-45. https://doi.org/10.30466/ijltr.2014.20678
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Afifah Marshalina
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
(c) by Author(s)
