Foreign Language Anxiety vs Willingness to Communicate. A Qualitative Study on Swedish EFL Learners’ Perception of Language Anxiety in Correlation With Their WTC

Abstract: This study aims to investigate the perceived levels of foreign language anxiety (FLA) among six English as a foreign language (EFL) learners and how their personal perceptions affect their willingness to communicate (WTC) in the English classroom. The study utilizes a qualitative approach using semi structured pair interviews, focusing on the learners’ personal experiences. Factors such as group size and group dynamics, the role of the teacher, and task types are explored to see the impact it has on the learners’ WTC. The findings of the study suggest that learners’ perceived FLA can negatively affect their WTC in the classroom, particularly in larger groups, when interacting with more dominant interlocutors, and when performing complex tasks in formal settings. The study concludes by highlighting the importance of teachers and learners being aware of FLA and its impact on WTC and suggests further investigation regarding potential strategies for reducing FLA in the EFL classroom.