The impact of enjoyment and anxiety on English-language learners’ willingness to communicate
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Abstract
Willingness to communicate (WTC) plays a pivotal role in second language learning (Clément et al., 2003; Kang, 2005;Yashima et al., 2004) because a high level of WTC may help learners achieve language proficiency (MacIntyre et al., 2003; Yashima et al., 2004). Therefore, MacIntyre et al. (1998, p. 547) asserted that the major goal of language learning should be WTC. Willingness to communicate in a foreign language is linked to a range of negative emotions (i.e., anxiety and boredom) and positive emotions (i.e., enjoyment and pride). Inspired by the shift from negative psychology to positive psychology in the field of second language learning, the present study aimed to investigate whether language enjoyment and anxiety are potential predictors of WTC. A group of 349 English as a foreign language (EFL) undergraduate students (female = 226, male = 123) enrolled at public Saudi Arabian universities were surveyed. Quantitative data were collected during one month. Descriptive analyses revealed above-average levels of WTC of theparticipants. Multiple regression analyses revealed that foreign language enjoyment (FLE) was a predictor of WTC but foreign language classroom anxiety (FLA) did not correlate significantly with students’ WTC. These results suggest higher levels of enjoyment may have neutralized the effects of anxiety on WTC, indicating the role of positive emotions. Implications for foreign language teachers are discussed.
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