Willingness to Communicate in English: Its Influence on Oral Proficiency Levels in ESL Learners
DOI:
https://doi.org/10.55737/qjss.107918956Keywords:
Willingness to Communicate, Oral Proficiency, English Language LearningAbstract
This study investigates the impact of Willingness to Communicate (WTC) on oral proficiency in English language learning, particularly focusing on its influence as an individual difference in second language (L2) acquisition. The research primarily aims to explore the correlation between WTC and oral language competency in L2 learners and examines how variations in WTC among learners with different levels of competency relate to other key factors such as self-confidence, the desire to communicate, and anxiety. Additionally, it assesses potential gender-based differences in WTC and oral proficiency. The participant group comprised 175 undergraduate students, including 88 males and 87 females. Data collection involved a comprehensive survey, and the analysis was conducted using the Statistical Package for the Social Sciences (SPSS) version 26.0. The findings revealed significant correlations between the studied variables, although T-test analyses indicated no significant gender-based differences in WTC and oral proficiency. This research contributes to a better understanding of how self-confidence, a strong desire to communicate, and a stress-free learning environment are crucial for successful language learning, thereby informing language education practices and policies.
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Copyright (c) 2023 Samina Sarwat, Waheed Shahzad, Muhammad Anees, Syed Khuram Shahzad
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