Non-English Majored Students’ Willingness to Communicate Beyond the Classroom: The Effect of Language Anxiety and International Posture.

Abstract

Willingness to Communicate (WTC) in a second language has been extensively studied in formal classroom settings. However, less attention has been given to non-English majored students’ WTC beyond the classroom, where real-world language use occurs. This study examines the influence of Language Anxiety (LA) and International Posture (IP) on the Willingness to Communicate (WTC) of non-English major students outside academic contexts. Employing a mixed-methods research design, the study combines quantitative data from a survey of 170 students with qualitative insights from interviews with 10 participants. The quantitative findings reveal a negative correlation between LA and WTC, indicating that while increased anxiety tends to hinder students' willingness to engage in English communication outside the classroom, the participants in this study did not exhibit high levels of language anxiety. Conversely, IP exhibits a strong positive correlation with WTC, highlighting the role of global-mindedness in fostering confidence and motivation for language use. The qualitative analysis further reveals that students with a strong IP tend to perceive English as a valuable tool for international communication, which enhances their confidence. In contrast, those with high anxiety often avoid spontaneous English interactions due to a fear of making mistakes. Based on the findings of the current study, suggestions are made on how to increase students' willingness to speak not only in EFL classrooms but also in other contexts.