Relationship between Willingness to Communicate in English and Classroom Environment among Libyan EFL Learners

Oral communication skills can be regarded as core and significant skills in foreign language learning. English language teaching (ELT) educators have always been concerned with finding appropriate ways that can help English as a foreign or second language learners (EFL/ESL) to improve their oral communication skills. Such skills are closely related to the learners’ willingness to communicate (WTC). Currently, researchers in ELT have focused their attention on the significance of classroom environmental factors in developing learners’ WTC. Therefore, this study examines the association between classroom environmental factors and Libyan EFL students’ WTC. The results of the descriptive analysis indicated that the individual’s level of WTC and classroom environment among Libyan EFL students is at a moderate level. Analysis using correlations indicated a positive relationship between WTC, students’ cohesiveness, and task orientation. Multiple regressions analysis revealed that only students’ cohesiveness and task orientation were significant predictors of WTC. However, for teacher support, there was no apparent correlation and prediction relationship between teacher’s support and learners’ WTC. The study has implications for EFL university instructors and the academic authorities who are concerned with enhancing the oral communication skills of undergraduate students and enable them to become better communicators in the future.