Willingness to communicate in L2, foreign language classroom anxiety, and L2 learning motivation among Saudi EFL learners

Abstract

The language learner's willingness to communicate plays a pivotal role in shaping learning outcomes and is fundamental to acquiring proficiency in English as a foreign language (EFL). This study examines the intricate interplay between willingness to communicate in L2 (WTC), motivation to learn L2, and foreign language classroom anxiety among Saudi female EFL learners. Participants were 147 students studying English at King Khalid University. Pearson correlation analysis showed that students’ motivation was positively connected with their willingness to communicate in L2, while their classroom anxiety (FLCA) was negatively correlated with L2 WTC. Furthermore, the statistical analyses concerning the interaction between these independent variables demonstrated a positive correlation between L2 motivation and FLCA. The consistency of the present research with comparable research, some limitations, along with additional implications, are discussed in the discussion and conclusion for enthusiastic researchers in future EFL classroom settings.