Situational and Individual Factors Influencing Undergraduate Students’ Willingness to Communicate in English in the UAE

Abstract

This study explores the factors influencing undergraduate students' Willingness to Communicate (WTC) in English within UAE universities' multicultural and multilingual context. Using a mixed-methods approach, data were collected through surveys and interviews with students and teachers. The findings reveal that individual factors such as self-confidence, motivation, and anxiety significantly impact students' WTC, alongside situational factors including classroom environment, group size, and the nature of speaking tasks. Teachers play a crucial role in shaping WTC by creating supportive environments, adjusting instructional methods, and employing strategies that enhance communication, such as personalized feedback and group activities. The research highlights a gap between teachers' perceptions and students' self-reported WTC, particularly in challenging situations, indicating a need for more targeted strategies to build student confidence. This study contributes to understanding WTC in a diverse educational setting and offers practical recommendations for educators to foster effective communication in English language classrooms.