Willingness to Communicate in EFL Classrooms: A Qualitative Study on the Perspectives of Upper Secondary Students in Sweden

Abstract

This qualitative research paper aims to investigate the EFL learner perspective on WTC and which factors influence their WTC. Additionally, another aim is to investigate if there is a difference in WTC between English and Swedish for the learners and what causes it.The study employed a qualitative research design, utilizing interviews to gather rich and nuanced data from a diverse sample of EFL learners. The participants consisted of 5 intermediate EFL students from an upper-secondary school in Gothenburg, Sweden. A thematic analysis was employed to identify recurring patterns, themes, and categories that emerged from the data. The findings revealed that a complex combination of situational and individual variables influences EFL WTC. Furthermore, individual variables, including linguistic competence, anxiety, and motivation, played a crucial role in shaping learners’ WTC. Moreover, the study uncovered the dynamic nature of WTC, highlighting the importance of examining how situational and individual variables interact and constantly evolve. The implications of this study underscore the need for educators and language practitioners to consider a multifaceted approach to foster WTC among EFL learners. By understanding the intricate interplay of situational, individual, and dynamic variables, instructional interventions and classroom practices can be tailored to create supportive and motivating language learning environments, ultimately enhancing students’ communicative abilities and confidence in using English as a foreign language.