Insights into EFL Learners’ Willingness to Communicate in Online English Classes during the Covid-19 Pandemic: A Case Study from Turkey
Abstract
Among all the affective variables such as anxiety, motivation, learner beliefs, and many more, willingness to communicate (WTC) in L2 has undoubtedly become a crucial factor in foreign language learning. This case study investigates the underlying factors behind Turkish EFL learners’ willingness to communicate in English, specifically in distant education during the Covid-19 pandemic. The participants consist of 12 university students who are currently enrolled in English Preparatory School at a state university in Turkey and who have just started their one-year compulsory English education through distance education. A qualitative research design was used in the study, and data were collected through semi-structured interviews. The collected data were analyzed using the thematic content analysis technique. Findings showed that there were three factors that negatively affected EFL learners’ WTC in second language (L2) in online English classes during the Covid-19 pandemic: (1) personality, (2) the nature of online education, and (3) lack of self-confidence in speaking skills.
Keywords
Willingness to communicate;, qualitative study, Covid-19 pandemic
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