خلاصة:
This study was an attempt to investigate the relationship among EFL learners’ language aptitude, anxiety, and willingness to communicate (WTC). Accordingly, two questionnaires and a battery were used: Language Aptitude Battery for Iranian Learners (LABI), Foreign Language Classroom Anxiety Scale (FLCAS), and WTC Scale. A total of 164 undergraduate students majoring in English literature and English translation of Islamic Azad University Central Tehran took part in this study, among whom 119 (52 males and 67 females) whose age ranged from 19 to 35 years responded to the three instruments completely and were thus considered as the actual participants. The researchers carried out a series of both descriptive and inferential statistical analyses and the results supported the notion that learners’ anxiety was negatively correlated with their WTC while learners’ language aptitude was positively correlated with their WTC. Hence, the major implication of this study is that by helping learners reduce their anxiety and enhance their aptitude, they can increase their WTC.
ملخص الجهاز:
EFL Learners’ Language Aptitude, Foreign Language Anxiety, and Willingness to Communicate Hamid Marashi*, Associate Professor of Applied Linguistics, Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran ahmuya@yahoo.
com Abstract This study was an attempt to investigate the relationship among EFL learners’ language aptitude, anxiety, and willingness to communicate (WTC).
Keywords: Language aptitude, anxiety, willingness to communicate Introduction Learning a second language may be viewed as a complex process which is under the effect of not just linguistic factors but also certain other nonlinguistic elements including cognitive, metacognitive, and affective ones.
Accordingly, the purpose of this study was to explore into the relationship among EFL learners’ language aptitude, WTC, and anxiety.
H03: There is no significant difference between EFL learners’ language aptitude and anxiety in predicting their willingness to communicate.
Histogram of the participants’ scores on the WTC Foreign Language Classroom Anxiety Scale The third instrument used in this study was the FLCAS.
e. whether there was any significant relationship between EFL learners’ language aptitude and their willingness to communicate, the Pearson correlation test was run.
In other words, there is a significant relationship between EFL learners’ language aptitude and willingness to communicate.
,1986; Liu & Jackson, 2008; MacIntyre, 2007; Marzban &Firoozjahantigh, 2017; Rastegar & Karami, 2015) which concluded that learners with higher language learning anxiety tended to be more apprehensive about L2 communication.
In contrast to other researchers and their findings, Kim (2004) showed that students’ WTC was directly related to their confidence in foreign language communication not anxiety.