The study titled "Language Learners' Willingness to Communicate and Speaking Anxiety in Online versus Face-to-Face Learning Contexts" by Nada Alqarni explores how Foreign Language Classroom Enjoyment (FLCE), Foreign Language Speaking Anxiety (FLSA), and demographic variables relate to English as a Foreign Language (EFL) learners' Willingness to Communicate (WTC) in English in online versus face-to-face learning environments. The research aimed to examine differences in WTC, FLSA, and FLCE levels between the two learning contexts, investigate correlations between these variables, and identify significant predictors of WTC in each setting.
The study employed a quantitative approach using an online questionnaire administered to 106 Saudi undergraduate EFL learners. Data were analyzed through t-tests, Pearson correlational tests, and hierarchical regression analysis. The results indicated higher levels of WTC in the online learning context compared to face-to-face classes. FLCE emerged as a positive predictor of WTC in both contexts, while FLSA was a negative predictor. Interestingly, course grades appeared to positively predict WTC only in the online learning environment.
The findings suggest that online-based learning may foster EFL learners' communication in the foreign language, particularly in developing speaking skills. The study highlights the importance of creating enjoyable classroom environments and managing speaking anxiety to enhance students' willingness to communicate in both online and face-to-face settings. The research contributes to the understanding of how different learning contexts and affective factors influence language learners' communication behaviors.
The author concludes by recommending that language teachers support students in practicing L2 communication during online classes and create a more supportive atmosphere. The study's implications emphasize the potential benefits of utilizing online learning to promote foreign language communication and the need for teachers to consider affective factors in both virtual and traditional classroom settings.