University of Khartoum

Willingness to Communicate in English Language among Sudanese University Students in Relation to Anxiety and Self-Perceived Communication Competence

Willingness to Communicate in English Language among Sudanese University Students in Relation to Anxiety and Self-Perceived Communication Competence

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Title: Willingness to Communicate in English Language among Sudanese University Students in Relation to Anxiety and Self-Perceived Communication Competence
Author: Ishag, Adil
Abstract: This study aims at investigating the relationship between willingness to communicate in English language, self-perceived communication competence, and foreign language anxiety among Sudanese EFL students, along the variables of language achievement, academic level and gender. Both the quantitative and qualitative methods are used to collect and analyze the data for the study. The tools used to collect data are standardized questionnaire comprising 67 items and semistructured interview. A sample of 156 respondents is purposively drawn from the total population of about 220 students; then interviews were conducted on a representative sample. The results were obtained by utilizing SPSS which is used for the statistical analysis in terms of cross-tabulation, correlation coefficient, independent samples t-test, and analysis of variance. The study reveals a number of findings (significant level p < 0.05): willingness to communicate in English language and self-perceived communication competence are positively correlated, whilst foreign language anxiety has a negative impact on both willingness to communicate and self-perceived communication competence. Self-perceived communication competence is a good indicator of willingness to communicate in English language and foreign language anxiety than actual language achievement. The results further reveal that there are some gender differences in willingness to communicate in English language, foreign language anxiety and self-perceived communication competence. The study concluded to a number of recommendations: teachers of English language should create supportive and relaxed atmosphere that promotes speaking ability. Students should be provided with equal communication opportunities to enhance their communicative competence in English as a foreign language. Applications of modern technologies should be utilized to develop students’ communication competence in English language.
Description: 242 Pages
URI: http://khartoumspace.uofk.edu/123456789/27406
Date: 2018


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