Turkish Students’ Willingness to Communicate in English as a Second Language in a Third Language Environment

Reyhan Yildiz, Katalin Piniel


Over the past decades the intriguing concept of willingness to communicate (WTC) has attracted the second/foreign language (L2) researchers’ attention. In line with this tendency, the purpose of the present study was to report the findings of an investigation into Turkish students’ WTC in L2 in a third language environment. A qualitative research using semi-structured interviews was conducted with four Turkish students, whose language of education was English at various Hungarian universities. The findings revealed seven overlapping components, which were interlocutor, topic, learning strategy, interlocutor’s attitude, number of people, participant’s personality, and perceived proficiency in English and two particular determinants, which were using ELF (English as a lingua franca) in WTC, and anxiety in unwillingness to communicate (UWTC). These determinants seem to influence Turkish university students’ WTC and UWTC in English in a third language environment. The findings of this study will be beneficial for Turkish foreign language curriculum developers to gain an insight about the effecting components of Turkish learners’ readiness to communicate in English as a foreign language and for English teachers to unfold the determinants affecting their students’ WTC and UWTC in English as a foreign language.

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