EFL Learners' Perception of Factors Influencing Willingness to Speak English in Language Classrooms: A Qualitative Study

Abstract

Abstract: A very common problem faced by many language teachers in classroom is the students’ unwillingness to speak. The present study seeks Iranian EFL learners ’ perception of factors that influence their willingness to speak English in language classrooms. Semi-structured interviews were conducted with seven language learners to discover such factors. Results showed that a number of such factors contribute to willingness to speak. These factors include task type, topic of discussion, interlocutor, teacher, class atmosphere, personality and self-perceived speaking ability. The findings contribute to a better understanding of the nature and role of WTC in language pedagogy and suggest implications for an effective language teaching and learning. Key words: Willingness to speak Learners ’ perception EFL learners