The Role of Language Proficiency in Willingness to Communicate: A Case Study of Saudi EFL Learners

Autor/inn/en	Alqurashi, Hassan S.; Althubaiti, Haitham A.
Titel	The Role of Language Proficiency in Willingness to Communicate: A Case Study of Saudi EFL Learners
Quelle	In: Arab World English Journal, 12 (2021) 2, S.469-478 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alqurashi, Hassan S.) ORCID (Althubaiti, Haitham A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Undergraduate Students; Language Teachers; Readiness; Interpersonal Communication; Verbal Communication; Language Skills; Language Proficiency; Student Attitudes; Self Concept; Vocabulary; Pronunciation; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Interpersonale Kommunikation; Language skill; Sprachkompetenz; Language skills; Schülerverhalten; Selbstkonzept; Wortschatz; Aussprache; Saudi-Arabien
Abstract	This study's principal aim revolves around expanding comprehension of the facets affecting people's readiness to use foreign languages. To achieve that, the study investigates the various elements of verbal interaction between undergraduate English as a Foreign Language learners and their instructors in the classroom. Linguistic skills are of particular interest, especially their connection to learners' readiness to speak during classes. The research aims to answer the question 'How does language proficiency affect the willingness to communicate among Saudi EFL students in the classroom?' Qualitative data was gathered through the implementation of a triangulation strategy that incorporated focus-group discussions and individual interviews. Moreover, the research takes inspiration from the work of MacIntyre (1994) and MacIntyre and Charos (1996), who focused on learners' readiness to speak as the conceptual basis for their studies. The study shows that learners exhibit an unwillingness to speak in EFL settings due to perceived linguistic inadequacies, a limited lexicon and concerns that they may make mistakes when attempting to speak English, which would, in turn, prompt further misunderstandings. The study concludes with recommendations for further studies in similar institutions to investigate other factors that may influence students' willingness to communicate. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01