Willingness to Communicate in L2 English: Impact of Learner Variables

Document Type: Research Article


1 Sharif University of Technology

2 Allameh Tabataba’i University


Due to the growing emphasis of modern language pedagogy on meaningful
communication, L2 willingness to communicate (WTC) has recently become an
important concept in second language learning and communication. The present
study investigated the effects of individual differences on Iranian EFL
learners' willingness to communicate. As many as 431 students who were learning
English as a foreign language in language centers served as the participants of the
study. McCroskey's (1992) questionnaire was utilized to measure students'
willingness to communicate. A series of independent-samples t-tests and one-way
ANOVAs were run to provide answers to the research questions. The results
indicated no significant difference among the participants in terms of gender, major,
age, and personality types; however, significant difference was found with respect to
other variables such as proficiency level, length of studying, being abroad, and
communicating with foreigners. Therefore, the effects of Iranian EFL individual
differences on their L2 WTC were partially confirmed. The importance of the
present study lies in its theoretical contributions to the WTC research and the
pedagogical implications for both second language teaching and learning.