Efl learners' perception of factors influencing willingness to speak english in language classrooms: A qualitative study
A very common problem faced by many language teachers in classroom is the students' unwillingness to speak. The present study seeks Iranian EFL learners' perception of factors that influence their willingness to speak English in language classrooms. Semi-structured interviews were conducted with seven language learners to discover such factors. Results showed that a number of such factors contribute to willingness to speak. These factors include task type, topic of discussion, interlocutor, teacher, class atmosphere, personality and self-perceived speaking ability. The findings contribute to a better understanding of the nature and role of WTC in language pedagogy and suggest implications for an effective language teaching and learning. © IDOSI Publications, 2012.