The Relationship Between Students' Communication Apprehension Levels And Their Willingness To Communicate In An English Classroom Context

Abstract

Many studies have conducted research on willingness to communicate (WTC) in English and its related factors. However, these factors have not been well examined yet. One of the factors whose results are consistent with WTC is, for example, students' communication apprehension. It has been proven empirically that students' CA affects their WTC, and there is a strong correlation between them. Unfortunately, only a few studies attempt to identify the causes of communication apprehension and try to avoid being one of them. As a result, the current study considers bridging the gap by elaborating on the leading factors of communication apprehension. To accomplish this purpose, the present study analyzes the underlying reasons for communication apprehension and its effect on the willingness to communicate among students in an English classroom context in Indonesia. The research was designed by using mixed methods (qualitative and quantitative). There were 130 students from one of the universities in Indonesia who participated in this research process. Data was collected using questionnaires, semi structured-interviews, and classroom observation. The results indicated that compared with other subjects, most students tended to be more afraid of speaking practices. Internal factors (i.e. feelings of unconfidence, shame, nervousness) and external factors (i.e. linguistic competence, lack of vocabulary, lack of preparation, lack of practice, fear of being laughed at, negative judgment, and fear of being corrected) were the sources of such fear. Finally, the students revealed that almost all of them were negatively affected by such fear. The effect of low and medium CA on students’ WTC in English during their speaking practice was insignificant, while it was significant for high CA. The implications for professional educators are highlighted.