Foreign Language Enjoyment and Ideal L2 Self as Predictors of Willingness to Speak among Afghan EFL Learners

Abstract

The concept of positive psychology and L2 Motivational Self-system (L2MSS) are widely explored areas in recent English Language teaching and learning research. Yet, more is needed to understand how individual-specific personality traits affect English language learners’ willingness to communicate (WTC) inside the classroom. Therefore, this study aimed to examine the impact of Foreign Language Enjoyment (FLE) and ideal L2 self on WTC among English as a Foreign Language (EFL) university students of Afghanistan. To this end, 165 Afghan EFL undergraduate students from four distinct public universities were chosen using a stratified random sampling technique. All of the participants of the study have filled out the three questionnaires. Subsequently, the Statistical Package for the Social Sciences (SPSS 26) software was used for data analysis. Descriptive statistics, Pearson correlation, and multiple regression were used to test the hypothesized relationships. Results of descriptive statistics indicated that all the respondents showed a moderate to high level of FLE, ideal L2 self, and WTS. Moreover, the correlational analysis found a significant positive association between FLE, ideal L2 self, and WTS. Results of multiple regression revealed that both FLE and ideal L2 self significantly predicted EFL learners’ WTS; however, ideal L2 self appeared to be the strongest predictor in this model. Consequently, the findings provide empirical support for the broaden-and-build and L2 Motivational Self-System (L2MSS) theories, highlighting the importance of integrating emotional and motivational variables in language learning. EFL educators are suggested to concentrate on creating a positive and playful classroom environment to encourage students’ willingness to engage in speaking. Besides, making group and pair work based on students’ interests further scaffold enjoyment of collaboration and interaction among classmates, which in turn increases the WTS. Additionally, constructive feedback (written and oral) is key to a positive relationship between the teacher and students and further provides an encouraging floor for students to seek support when using English, especially in a socio-culturally constrained EFL setting.