| Summary: | 碩士 === 國立彰化師範大學 === 英語學系 === 101 === The present study aims to examine vocational high school EFL students’ Willingness to communicate (WTC) in English, English learning anxiety and their perception of classroom environmental factors inside English classrooms. This study also intends to ascertain the relationship among these three variables, and to investigate how well WTC can be predicted by the other two variables.
A total of 453 vocational high school EFL students from one public vocational high school in central Taiwan participated in the study. A battery of seventy-three-item questionnaire from three scales, WTC in English, English learning anxiety, and classroom environmental factors, was employed. Reliability and content validity of the questionnaire were examined. Data were analyzed by descriptive statistics, Pearson correlation, and stepwise multiple regression.
Statistical results revealed that vocational high school EFL students displayed slightly high WTC in English, moderately low English learning anxiety, and high perception of the English classroom environment. Significantly negative correlation was found between English learning anxiety and WTC in English, but classroom environmental factors positively correlated with WTC in English. Lending support to the previous studies, involvement is the strongest predictor of WTC in English, followed by communication apprehension and student cohesiveness. The findings of this study yield some pedagogical implications for instructors to encourage students’ participate in class activities, and construct a less anxiety-provoking English classroom by paying attention to the joint effect of classroom environmental factors that in turn increase students’ tendency to engage in communication in the target language.
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