Unveiling the Factors Influencing Willingness to Communicate in English; Revisiting Maclntyre et al.'s Theory- Driven Exploration in the EFL Context = Unveiling the Factors Influencing Willingness to Communicate in English; Revisiting Maclntyre et al.'s Theory- Driven Exploration in the EFL Context

WILDHAN BURHANUDDIN. Unveiling the Factors Influencing Willingness to Communicate in English; Revisiting Maclntyre et al.'s Theory - Driven Exploration in the EFL Context (Supervised by Abd. Hakim Yassi, Abidin Pammu, and Nasmilah).
This research aims to explore the willingness to communicate (WTC) in English among university students in English as a Foreign Language (EFL) classrooms. Using a mixed-methods approach, the purpose of the study is to revisit Maclntyre et al.'s model of WTC and establish a new theoretical foundation tailored to this context. The study used both qualitative and quantitative data, gathered through interviews for qualitative insights and structured questionnaires with statistical measurements for quantitative analysis. Structural Equation Modelling (SEM) was used to thoroughly examine variable relationships in quantitative analysis. It uncovers a paradoxical negative correlation between language proficiency and WTC, challenging assumptions and emphasizing the need for a nuanced understanding of the interplay between language skills and willingness to communicate in English. Cultural identity shows a significant positive relationship with WTC, highlighting the importance of acknowledging diverse cultural backgrounds. The findings emphasize educators' role in recognizing diverse WTC approaches and fostering an environment conducive to language engagement. Students' perspectives reveal varied experiences, from preferring English in practical situations to occasionally using their native language. The mixed-methods approach offers a comprehensive view of factors influencing language choices, guiding the development of inclusive language learning environments. Recognizing different WTC approaches underscores the importance of tailored teaching methods. The integration of factors into a holistic model has practical implications for EFL instruction in the Indonesian context. Educators are encouraged to adopt a multifaceted approach that considers the interconnectedness of communicative competence, cultural identity, language proficiency, and personality characteristics. The proposed model serves as a guide for instructional design, emphasizing the importance of creating inclusive and culturally sensitive learning environments that foster motivation, self-confidence, and a positive sense of identity among learners.

Keywords : WTC, EFL, Cultural Identity, Language Proficiency