The Role Of The L2 Motivational Self System in Predicting EFL Learners’ Willingness to Communicate

Abstract

Denoting learners’ predisposition to initiate and maintain communication in the target language, the concept of willingness to communicate with others in a foreign language (L2 WTC) is one of the core components of language learning and the primary objective of language teaching. Previous studies have explored various concepts as potential correlates or predictors of this dimension, including language anxiety, learning styles, motivation, etc. This study aimed to determine the role of the L2 Motivational Self System in predicting willingness to communicate in English among students of English language and literature in Serbia. The results revealed that both the ideal L2 self and L2 learning experience significantly predict the participants’ willingness to communicate, suggesting that students’ strong visions of their future proficient self in the target language and the factors related to the immediate learning experience contribute to their readiness to engage in L2 communication.