2018 Annual Conference of China English Language Education Association (CELEA2018)

233 / 2018-06-27 16:25:35

An Investigation into Proficient Chinese EFL Learners’ Willingness to Communicate and Foreign Language Anxiety in the UK Context

willingness to communicate,foreign language anxiety,cross-cultural communication

Plenary track > 其他英语教学相关议题

The study focuses on investigating WTC in the second language (L2) and another variable, foreign language (FL) anxiety in an authentic L2 speaking classroom context. A multi-methods research design was adopted, involving questionnaires and semi-structured interviews. 40 students, enrolled in a one-year master’s program in a UK university, completed questionnaires and 7 participants took part in the follow-up semi-structured interviews.

Results from the study revealed that there was no correlation between L2 WTC and FL anxiety in the research context(r= -.247, p = .125), although students did experience anxiety in the classroom (r= -.139; p = .393). The study found that situational variables (public speaking; preparation; topic; interlocutor; and classroom setting) and personal variables (perceived English proficiency and self-expectation) contributed to students’ anxiety in the classroom. Furthermore, students’ WTC in English was influenced by contextual variables (interlocutor; topic; tutor; and classroom setting) and personal variables (perceived English proficiency; perceived chance of communication; self-confidence; personal belief; and personality). To overcome anxious feelings and improve the WTC in the classroom, it was found that students believed that inside-classroom strategies (preparation; self-encouragement; safety zone; and tutor’s support) and outside-classroom strategies (practice; preparation; and seek help) were effective.

To conclude, Chinese students’ anxiety and WTC in English can be influenced by the joint effects of contextual and individual variables. Furthermore, contextual variables are more influential for students than individual variables in this study context. In addition, outside-classroom and inside-classroom strategies are believed by students can work together to help them reduce classroom anxiety and improve the WTC in English.