On the interrelationships between Iraqi EFL learners’ classroom environment, foreign language classroom anxiety and willingness to communicate: A SEM approach

Authors

  • Alyaa Abdulkareem Obaid English Department, Islamic Azad University, Mashhad Branch, Mashhad, Iran
  • Mitra zeraatpishe English Department, Islamic Azad University, Mashhad Branch, Mashhad, Iran
  • Akram Faravani English Department, Islamic Azad University, Mashhad Branch, Mashhad, Iran

DOI:

https://doi.org/10.12928/eltej.v5i2.2806

Keywords:

classroom anxiety, foreign language learning environment, willingness to communicate, second language learning

Abstract

Different factors play their roles in communication especially when the concern is a foreign language such as classroom environment, foreign language classroom anxiety and willingness to communicate. The purpose of the present study is to investigate the relationship among EFL Iraqi learner’s classroom environment, foreign language classroom anxiety and willingness to communicate. First, from among the available 260 English university students at Babylon university, 204 EFL intermediate language learners who studied English language were selected. The selection was based on their score in Cambridge Quick Placement Test 2004(QPT). The participants, then filled three questionnaires of anxiety, classroom environment, and willingness to communicate. The three questionnaires were filled out by the participants.  To consider the extent of the interrelationships among classroom environment, willingness to communicate and speaking anxiety, a model of associations among them was proposed. To analyze the obtained data, structural equation modelling (SEM) was used and the model was probed using AMOS. Results of SEM indicated a complete fit and significant interrelationship among the variables were found. The findings have several implications for EFL teachers and learners.

Author Biographies

Alyaa Abdulkareem Obaid, English Department, Islamic Azad University, Mashhad Branch, Mashhad, Iran

Alyaa Obaid is a master graduate of ELT at Islamic Azad University, Mashhad Branch. She is a foreign student who studied in Iran. Her research interests are in English language learning, Language teaching and teacher education.

Mitra zeraatpishe, English Department, Islamic Azad University, Mashhad Branch, Mashhad, Iran

Mitra Zeraatpishe is an assistant professor at Islamic Azad University, Mashhad Branch, Iran. Currently, she is the head of Englishe department. She received her Ph.D. in TEFL from Islamic Azad University, Tabriz branch. She has 10 years teaching experience and has published a number of articles in national and international journals and has presented papers in several conferences. Her research interests include SLA, linguistics, teaching methodologies, and teaching skills.

Akram Faravani, English Department, Islamic Azad University, Mashhad Branch, Mashhad, Iran

Akram Faravani  is an assistant professor in Islamic Azad University, Mashhad Branch, Iran. She received her Ph.D. in TEFL from Islamic Azad University of Tehran, Science and Research Branch. She has 10 years teaching experience and has published a number of articles in national and international journals and has presented papers in some conferences. Her major research interests include SLA, language testing, syllabus designing and materials development.

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Published

2023-01-11

How to Cite

Abdulkareem Obaid, A., zeraatpishe, M., & Faravani, A. (2023). On the interrelationships between Iraqi EFL learners’ classroom environment, foreign language classroom anxiety and willingness to communicate: A SEM approach. English Language Teaching Educational Journal, 5(2), 143–156. https://doi.org/10.12928/eltej.v5i2.2806

Issue

Vol. 5 No. 2 (2022)

Section

Articles

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Copyright (c) 2022 Alyaa Abdulkareem Obaid, Mitra zeraatpishe, Akram Faravani

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