Exploring Willingness to Communicate and Language Learning Orientations among Iranian EFL Learners

Why some learners do show ‘willing to communicate’ in English, concurrently others do not, has been an incentive investigation in L2 education. Willingness to communicate (WTC) as an initiation to communicate while given a choice has recently played a crucial role in second language learning. It was hypothesized that WTC would be associated with language learning orientations. This study explored WTC and language learning orientations among 60 learners attending English courses in Iran. Utilizing a WTC questionnaire adopted from MacIntyre et al., the researchers measured WTC both inside and outside the L2 classroom in each of four skill areas: speaking, writing, reading, and listening comprehension. The results showed significant correlations between WTC inside and outside the L2 classroom. Therefore, it may be indicted that Iranian EFL learners tend to use their English both inside and outside the L2 classroom; they learn English for real-life situations. Moreover, the findings indicated significant correlations between WTC and LLOs. As a result, it can be claimed that the ultimate goal of Iranian EFL learners is practical use of English. This study may give EFL educators the insight of the importance of motivational orientations that provoke EFL learners to learn English appropriately in order to communicate in authentic situations.