Exploring the Psychological Factors Affecting Undergraduate Students' Willingness to Communicate (WTC) in English Language with Teachers in the Classroom

Abstract

This research explores the psychological factors that influence undergraduate students’ willingness to communicate (WTC) in English with their teachers in the classroom, focusing specifically on students at a public university in Sanghar, Pakistan. Using a quantitative approach, data was collected through a structured questionnaire from 200 students. The study examined the role of anxiety, motivation, self-confidence, fear of making mistakes, and perceived teacher behavior in shaping students’ willingness to participate in classroom communication in English. The findings analyzed using SPSS revealed strong relationships between psychological factors and students’ willingness to speak English, with confidence and teacher encouragement emerging as particularly significant. The study highlights the importance of supportive classroom environments and suggests that reducing fear and anxiety while boosting motivation can meaningfully enhance communication in a second language. These insights can benefit language teachers, curriculum designers, and policymakers aiming to improve English language learning outcomes in Pakistan.

Keywords:  Willingness to communicate (WTC), Psychological factors, Undergraduate students, Language anxiety, Rural Education, Second Language.