The Impact of the Willingness to Communicate on EFL Learners’ Speaking Performance inside the Classroom:

Abstract

The main goal of learning a foreign language is to be able to use this language appropriately in real situations. In an EFL context, learners are highly motivated to study English to become fluent speakers for many reasons, mainly studying abroad, increasing job opportunities, and travelling. However, in the classroom there is a prevailing phenomenon of the silent majority versus the speaking minority. Thus, this study is intended to investigate the extent to which EFL learners’ speaking ability is affected by their willingness to communicate (WTC) inside the classroom. Moreover, it seeks to identify and analyze the internal and external factors behind the students’ reticence to speak in a real classroom context. For that, a case study was conducted with a sample of 70 third year LMD students, and oral expression teachers at the English department of English Language and Letters in Guelma University. The students’ questionnaire and the teachers’ interview are the main data collection tools used to serve the present work. The analysis of the findings revealed the significant relationship between the students’ willingness to communicate and their speaking performance. Finally, the study is concluded by suggesting some pedagogical recommendations for EFL learners and teachers to raise awareness about the concept of willingness to communicate, and show them its significant role in developing the speaking skill.