Situational factors influencing Libyan learners’ willingness to communicate in EFL classroom

Scholars have found that the development of willingness to communicate plays a crucial role in teaching and learning other languages. While many studies were conducted worldwide, in the Libyan EFL context, it appears to be a nascent term. Many factors might influence undergraduate students’ willingness to communicate (WTC), but it is very difficult to identify all the variables. This research was conducted to investigate the Libyan EFL students’ situational WTC in English in terms of classroom context and situational factors that may influence it. A sample of 209 English-major learners completed a questionnaire at a university in Libya. Analysis of the data, correlations and multiple regression were carried out. Findings revealed the existence of correlational and predictive relationship between situational motivation and situational willingness to communicate. However, situational speaking anxiety did not show a significant effect in both correlational and predictive relationships with situational willingness to communicate. The research findings imply that teachers should find ways to increase motivation as it is crucial in increasing willingeness to communicate in the EFL classrooms.