Speaker
Description
This presentation describes an investigation into willingness to communicate (WTC) amongst 13 EAP students enrolled at an Australian university. The participants were all long-term residents in Australia and planning to settle and work there after graduation. The study explored the transfer of WTC from the classroom to real-world contexts. Findings indicate that although personality plays a role, psychological and contextual/environmental factors within and beyond the classroom are instrumental in shaping students’ WTC.
Abstract section 4: Outcomes/results
The analysis revealed several key factors influencing the participants’ WTC in English, both inside the classroom and in broader social contexts. The analysis showed that psychological and contextual/environmental influences shaped the communicative behaviors of participants in complex ways. Participants reported that their previous educational experiences, emotional responses (e.g. anxiety; confidence), and opportunities to interact with local speakers all played a significant role in determining their WTC. Supportive and culturally responsive classroom environments played a central role in reducing anxiety and fostering confidence. However, transferring WTC to unpredictable real-world context requires explicit pedagogical support.
Abstract section 1: Relevance
Increasing numbers of immigrants are studying in foreign universities, not simply as short-term study-abroad students, but as individuals intending to work and settle in the host country. For such long-term resident students, WTC is critical for successful integration, facilitating access to education, employment, and social networks. Recently, Henry and MacIntyre (2023) examined influences on WTC among immigrants in Sweden, while Scolaro and Tomasi (2025) focused on L2 learning among refugees and asylum seekers. This presentation provides practical recommendations for programmes helping such students build confidence, manage anxiety, and transfer their communication skills from the classroom to real-world settings.
Abstract section 2: Contribution/research questions
Q1. What are the main factors that influence students’ willingness to communicate in a second language (L2) during classroom interactions?
Q2. How is students’ willingness to communicate in a second language inside the classroom related to their WTC outside the classroom in real-life contexts?
Abstract section 5: References
Henry, A., & MacIntyre, P. D. (2023). Willingness to communicate, multilingualism and interactions in community contexts. Multilingual Matters.
Scolaro, S., & Tomasi, M. (2025). Second language teaching with refugees: Educational experiences and welcoming environments. Journal of Ethnic and Cultural Studies, 12(2), 92–115. https://doi.org/10.29333/ejecs/2215
Abstract section 3: Content/method
Data were collected from a questionnaire at the beginning of the course that established attitudes toward studying English, perceived proficiency, and expectations for the programme. A semi-structured interview was then conducted toward the end of the course which endeavoured to compare WTC inside and outside of the classroom environment. Interview transcripts were then inductively analysed to identify recurring themes related to changes in WTC and what factors may have played a role in these changes.
| Title | Willingness to Communicate Among Long-Term Residents |
|---|---|
| Teaching Context | College and university education |