Impact of Anxiety on Willingness to Communicate in the Iranian EFL Setting

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Karami Pejman

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Seminar Paper

Paper Information

Seminar: INTERNATIONAL CONFERENCE ON LANGUAGE, LITERATURE, HISTORY AND CIVILIZATION
Year:2024 | Issue:12

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Title

Impact of Anxiety on Willingness to Communicate in the Iranian EFL Setting

Author(s)

Karami Pejman

Keywords

anxietyQ4

cultural beliefsQ4

fear of making mistakesQ4

Iranian EFL learnersQ4

willingness to communicateQ4

Abstract

anxiety, characterized by worry and emotional reactions, can significantly affect learning. In the context of learning a foreign language, it can impede the learning process and lead to a fear of communication. This research explores the impact of anxiety on the willingness to communicate among Iranian eighth-grade EFL students in a private school in Tehran. Observations and interviews were conducted with twenty students and two teachers. The data analysis from these observations revealed that most students were hesitant to engage in English class activities, with only an average of 10% expressing a willingness to participate in all observational categories. The interview results indicated that anxiety negatively influenced students' willingness to communicate in class. Factors contributing to increased anxiety included fear of making mistakes, fear of criticism from peers and teachers, and fear of negative evaluations by teachers. Additionally, cultural beliefs about participating actively or speaking in public were identified as sources of anxiety. The study offers recommendations for teachers to create a classroom environment that minimizes anxiety and encourages student participation.

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