Exploring the Interplay of Willingness to Communicate and Motivation among Pakistani ESL Undergraduate Students

Exploring the Interplay of Willingness to Communicate and Motivation among Pakistani ESL Undergraduate Students | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Exploring the Interplay of Willingness to Communicate and Motivation among Pakistani ESL Undergraduate Students Muhammad Zaman, Muhammad Younus, Hafiz Imran Nawaz This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7932499/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study attempts to investigate the relationship of willingness to communicate with language learning motivation and self-perceived speaking ability among Pakistani ESL undergraduate Students in Gilgit-Baltistan region. The data were collected from 200 undergraduate students using convenience sampling methods from public and sector universities in Gilgit-Baltistan using a survey questionnaire. The data were analyzed through descriptive statistics and correlation analysis. The results of the study revealed that Pakistani ESL students have moderate level of willingness of communication, language learning motivation and foreign language learning anxiety. A negative correlation was found between students’ willingness to speak and their levels of foreign language learning anxiety, as their willingness to communicate decreased when the foreign language learning anxiety increased. However, a positive correlation between willingness to communicate and language learning motivation was established, as an increase in motivation resulted in an increase in willingness to communicate in the ESL classroom. The findings have important implications for ESL teachers, curriculum designers and material developers in the second or foreign language teaching context. Social science/Education Humanities/Language and linguistics Social science/Language and linguistics Biological sciences/Psychology Social science/Psychology ESL Learners Willingness to Communicate Foreign Language Anxiety Motivation Self-Speaking Ability Gilgit Pakistan 1. Introduction Effective communication constitutes a central objective in second language acquisition, whereby learners’ readiness to engage in discourse known as willingness to communicate (WTC), plays a pivotal role (MacIntyre et al., 1998 ). In the context of English as a Second Language (ESL), WTC has been defined as a learner’s volitional inclination to initiate or maintain communication in the target language under specific circumstances (MacIntyre et al., 1998 ). Research in Pakistan reveals that although undergraduate ESL learners report moderate to high levels of WTC, they often prefer speaking in comfortable settings such as with friends or in small groups while hesitating in more public or formal scenarios (Bukhari, 2015 ). In parallel, two affective constructs language learning anxiety and motivation have repeatedly been found to influence learners’ willingness to communicate and their self-perceived speaking ability. Foreign language anxiety is characterized by feelings of tension or apprehension related to L2 use and tends to negatively affect communication readiness and performance (Sana, 2024 ). Conversely, language learning motivation both integrative and instrumental has been shown to positively correlate with WTC, self-efficacy, and frequency of target-language speech (Malik & Pervaiz, 2023 ). In Pakistan, studies have documented that ESL undergraduates face moderate anxiety and varying levels of motivation, both of which impact their classroom participation and speaking practices (Malik & Pervaiz, 2023 ; Sana, 2024 ). Against this backdrop, the present study investigates the interplay of WTC, language learning anxiety, motivation, and self-perceived speaking ability among undergraduate ESL students in the Gilgit-Baltistan region of Pakistan. By exploring how anxiety and motivation co-relate with WTC and how, in turn, WTC aligns with students’ own evaluation of their speaking competence, the study aims to deepen understanding of communicative readiness in the Pakistani ESL classroom and offer implications for curriculum designers and instructors working within this context. 1.1 Background of the Study This section gives the background of the study and present the context in which the study has been done 1.1.1 Importance of English Language English has evolved into the dominant global language, functioning as the principal medium for education, technology, trade, and international communication (Crystal, 2003 ; Coleman, 2011 ). It serves as a linguistic bridge connecting diverse cultures and disciplines across the world (Alzeebaree & Yavuz, 2017 ). In developing contexts such as Pakistan, English symbolizes prestige, opportunity, and upward social mobility (Haider & Fang, 2019 ; Khan & Mansoor, 2020 ). Its global utility in academia, research, and employment has made English indispensable for learners seeking success in professional and academic spheres (Ali et al., 2020 ; Jenkins, 2015). 1.1.2 Status of English in Pakistan In Pakistan, English holds the dual status of official and second language, functioning as the medium of instruction, administration, and judiciary (Rahman, 2002 ; Abbas & Iqbal, 2018 ). Despite the presence of more than seventy indigenous languages (Ethnologue, 2018 ), English remains a symbol of socioeconomic power and elite identity (Shamim, 2008 ; Haider, 2019 ). Proficiency in English ensures academic advancement and access to lucrative employment opportunities (Tamim, 2015; Mahboob, 2009). However, unequal access to quality English education reinforces social stratification between elite and public-sector learners (Rehman, 2008; Mohanty, 2006). 1.1.3 Pakistani Students’ ESL Speaking Skills Speaking proficiency remains one of the weakest skills among Pakistani ESL learners due to traditional teacher-centered pedagogy, limited communicative practice, and classroom anxiety (Nawab, 2012 ; Khan & Khan, 2020 ). Many students can read and write English but hesitate to speak due to fear of errors, shyness, and lack of exposure (Ali et al., 2016 ; Tanveer, 2007). Poor teacher training, overcrowded classes, and limited speaking activities further impede oral competence (Haider, 2012; Akhtar et al., 2019). Consequently, language anxiety, lack of motivation, and inadequate communicative opportunities combine to lower learners’ willingness to communicate (Waseem et al., 2015; Nazir et al., 2014). 1.1.4 Willingness to Communicate (WTC) The concept of Willingness to Communicate (WTC), introduced by MacIntyre et al. ( 1998 ), represents learners’ readiness to engage in discourse in a second language. It is influenced by psychological, linguistic, and contextual variables, including self-confidence, motivation, and anxiety (Cao, 2011 ; Peng, 2012; Dörnyei, 2005 ). Recent research in Asian EFL contexts indicates that enhancing WTC through motivational strategies and supportive classroom environments improves communicative competence (Al-Rawashdeh, 2023 ; Nazir et al., 2024 ). 1.1.5 The Interrelationship among WTC, Anxiety, and Motivation in ESL Contexts Empirical evidence suggests that WTC, anxiety, and motivation are dynamically interconnected (Sarwari, 2024 ). A negative correlation typically exists between anxiety and WTC, whereas motivation positively predicts communication willingness. In South Asian contexts, especially in Pakistan, learners’ moderate motivation and persistent anxiety reflect sociocultural barriers, exam-oriented learning, and limited exposure to authentic communication (Ubaid et al., 2022 ). Recent research has begun to highlight the mediating role of teacher support and digital learning environments in reducing anxiety and enhancing motivation for oral communication (Younas et al., 2025 ). 1.1.5 Language Learning Motivation Motivation is a driving force behind successful second-language acquisition (Gardner & Lambert, 1987; Dörnyei, 2005 ). In Pakistan, motivation both instrumental (academic or career goals) and integrative (interest in language and culture) directly influences students’ communicative behavior and confidence (Malik & Pervaiz, 2023 ). Recent findings emphasize that motivated ESL learners show higher self-efficacy and a stronger inclination to speak English inside and outside the classroom (Rahman, 2024). 1.2 Statement of the Problem English has become a global lingua franca, serving as the dominant medium for education, technology, business, and international communication (Crystal, 2003 ; Coleman, 2011 ; Almutairi, 2023 ; Rusmana et al. 2020 ). In Pakistan, English functions as a marker of social status and academic achievement, symbolizing access to power and upward mobility (Radick 2016 : Sato 2017 ; Haider & Fang, 2019 ; Rahman, 2020 ). Proficiency in English, particularly in speaking, is considered an essential skill for success in academic and professional domains (Mahboob & Tilakaratna, 2020 ). Despite its significance, most Pakistani ESL learners, especially in remote regions like Gilgit-Baltistan, struggle to achieve communicative competence due to limited exposure, traditional teaching methods, and anxiety in speaking situations (Yashima et al. 2004 ; Vazir 2007 ; Nawab, 2012 ; Khan, 2021 ; Asghar & Gul, 2023 ). Teacher-centered instruction and lack of interactive speaking opportunities further hinder the development of fluency and confidence (Shahzad, 2016 ; Akhtar et al., 2022 ). Language learning anxiety, fear of making mistakes, and lack of motivation are key barriers that reduce learners’ willingness to communicate (Horwitz et al., 1986 ; Behlol & Anwar 2012 ; Nazir et al., 2024 ). Studies have shown that willingness to communicate (WTC) is influenced by psychological factors such as self-confidence, motivation, and classroom climate (MacIntyre et al., 1998 ; Peng, 2022 ; Garcia & Mora 2019 ). However, limited research in the Pakistani context has examined how WTC, anxiety, and motivation interact to affect learners’ speaking ability. Therefore, this study aims to investigate the relationship among willingness to communicate, language learning anxiety, motivation, and self-perceived speaking ability among ESL undergraduate students in Gilgit-Baltistan, Pakistan. 1.2 Objectives of the Study The study has the following three research objectives: To investigate the Pakistani ESL undergraduate students’ foreign language learning anxiety on their willingness to communicate in ESL To investigate the effect of Pakistani ESL undergraduate students’ language learning motivation on their willingness to communicate in ESL To investigate the effect of Pakistani ESL undergraduate students’ self-perceived speaking ability on their willingness to communicate in ESL 1.3 Research Questions The study has posed the following three research questions: What is the effect of the Pakistani ESL undergraduate students’ foreign language learning anxiety on their willingness to communicate in ESL? What is the effect of Pakistani ESL undergraduate students’ language learning motivation on their willingness to communicate in ESL? What is the effect of Pakistani ESL undergraduate students’ self-perceived speaking ability on their willingness to communicate in ESL? 1.4 Scope of the Study The present study will investigate the effects of willingness to communicate on language learning anxiety, motivation, and self- speaking ability only. The data for the present study will be collected from Pakistani Public Sector universities only. The data for present study will be collected through questionnaires only. The data for the present study will be collected during the months of May and June only. 1.5 Significance of the Study This present study is significant because it will fill the gap in the literature by exploring the relationship between Gilgiti ESL Students’ willingness to communicate and their language learning anxiety, language learning motivation, and self-perceived speaking ability in the Pakistani context. The findings of the present study can be helpful for the Pakistani ESL teachers as they will be able to measures to improve WTS, language learning motivation, and reduce language learning anxiety. This study may prove to be the catalyst for further research in the Pakistani context on this topic. 2 Review of the Related Literature 2.1 Concept of Willingness to Communicate (WTC) The construct of Willingness to Communicate (WTC) was first proposed by McCroskey and Baer (1985) and later extended to second language (L2) learning by MacIntyre et al. ( 1998 ). It represents learners’ readiness to engage in communication when given an opportunity. In L2 settings, WTC serves as an essential predictor of communicative success and language achievement (Sarwari, 2024 ). The model of MacIntyre et al. ( 1998 ) identified linguistic, motivational, and affective variables such as anxiety and self-confidence as key antecedents influencing WTC. 2.2 Motivation and Self-Perceived Speaking Ability Motivation acts as a major psychological driver in second language acquisition. According to Dörnyei’s ( 2005 ) L2 Motivational Self System, learners’ ideal L2 self and learning experience directly affect their communicative readiness. Shen, Mazgutova, and McCray ( 2020 ) found that students with a strong future L2 self displayed higher classroom WTC and greater engagement. In Pakistan, Jafri ( 2022 ) reported that both integrative and instrumental motivation shape learners’ willingness to speak, though limited opportunities to practice English reduce their confidence. Younas, El-Dakhs, and Anwar ( 2025 ) further showed that teacher encouragement enhances motivational intensity and positively affects self-perceived speaking ability. 2.3 The Interrelationship among WTC, and Motivation in ESL Contexts Empirical evidence suggests that WTC, anxiety, and motivation are dynamically interconnected (Sarwari, 2024 ). A negative correlation typically exists between anxiety and WTC, whereas motivation positively predicts communication willingness. In South Asian contexts, especially in Pakistan, learners’ moderate motivation and persistent anxiety reflect sociocultural barriers, exam-oriented learning, and limited exposure to authentic communication (Ubaid et al., 2022 ). Recent research has begun to highlight the mediating role of teacher support and digital learning environments in reducing anxiety and enhancing motivation for oral communication (Younas et al., 2025 ; Awan et al. 2010 ). 2.4 Research Gap While international studies have thoroughly investigated WTC and affective factors, there is still limited empirical research on how language learning motivation , and self-perceived speaking ability interact to influence WTC among Pakistani ESL learners particularly in the under-explored region of Gilgit-Baltistan. Addressing this gap can inform teachers, curriculum designers, and policymakers about strategies to enhance communication confidence in tertiary-level English classrooms. 2.5 Previous Studies Research into L2 learners’ willingness to communicate (WTC) has increasingly focused on how psychological, motivational, and contextual factors interact with speaking ability. For instance, Shen, Mazgutova, and McCray ( 2020 ) found a strong positive correlation between learners’ ideal L2 self and classroom WTC, demonstrating how future-self perceptions may drive communication readiness. More recently, Sarwari ( 2024 ) conducted a qualitative study linking WTC with English language achievement, underscoring the role of WTC as a mediator between motivational and proficiency outcomes. In Pakistan, an investigation among undergraduate ESL students revealed moderate WTC in group tasks but lower WTC in more formal class interactions and found that integrative and instrumental motivation strongly predicted WTC (Ubaid, Ramanair, & Rethinasamy, 2022 ). Additional studies address the interplay of motivation and language anxiety. For example, Jafri ( 2022 ) identified integrative and instrumental orientations in Pakistani ESL learners, noting motivational deficits linked with fewer speaking opportunities. In the Pakistani university context, Younas, El-Dakhs and Anwar ( 2025 ) emphasised the teacher’s motivational role in boosting speaking skills, further illustrating institutional and affective factors affecting speaking readiness. While earlier research (e.g., Zare, Shooshtari & Jalilifar, 2020 ) pointed to corrective feedback and proficiency as major influences on WTC, recent work highlights broader affective and motivational systems in blended, multilingual, or digitally mediated environments. Collectively, these studies suggest that WTC among Pakistani ESL learners is shaped not only by proficiency and feedback but also by motivational orientations, anxiety, classroom climate and teacher support—factors that justify the present study’s focus on WTC, language-learning motivation, and self-speaking ability in a Pakistani undergraduate ESL context. Syed and Kuzborska ( 2018 ) explored the dynamic factors influencing learners’ willingness to communicate (WTC) in a foreign language among six postgraduate business students in Pakistan. Using classroom observations, semi-structured interviews, diaries, and biographical questionnaires, the study adopted a multiple case study approach. Findings revealed that learners’ WTC is shaped by complex, nonlinear interactions among contextual, psychological, and linguistic variables rather than by teacher control. The study emphasized that learners’ silence does not necessarily reflect unwillingness to communicate. It further suggested the need to investigate diverse classroom settings and teaching styles to better understand and foster students’ WTC in ESL contexts. Dewaele and Pavelescu (2019) examined the relationship between emotions and WTC among Romanian ESL students, employing lesson observations, semi-structured interviews, and written reflections. Grounded in Dynamic Systems Theory, their qualitative analysis indicated that learners’ emotional experiences—both inside and outside the classroom—significantly influence their communicative readiness. The study found that emotional factors such as enjoyment and anxiety have both short- and long-term effects on students’ motivation and WTC. Overall, the researchers concluded that emotions are integral to language learning, dynamically shaping how and when learners choose to communicate. 3 Research Methodology The methodology of the study discussed in this chapter. The research design will be discussed, and the population and sampling of the participants in this study will be highlighted. This chapter will provide a comprehensive overview of the selected questionnaires, setting of the research as well as data collection instruments and its analysis. The ethical issues and chapter summary of the study will be outlined at the end of this chapter. 3.1 The Research Study The major purpose of our research was to investigate the effect of willingness to communicate on language learning anxiety, language learning motivation and self-speaking ability. The researcher was interested is significant because it will fill the gap in the literature by exploring the relationship between Gilgiti ESL Students’ willingness to communicate and their language learning anxiety, language learning motivation, and self-perceived speaking ability in the Pakistani context. The findings of the present study can be helpful for the Pakistani ESL teachers as they will be able to measures to improve WTS, language learning motivation, and reduce language learning anxiety. 3.2 The Research Design The term research methodology defined as it compromise process which are very important tools for any research investigation. It includes multiple methods that used in the research study for the collections and analysis of the data Richards & Schmidt, (1999). The entire method for connecting intangible research concerns to appropriate and feasible empirical research is known as research design. It's a type of investigation that gives specific instructions on how to conduct a study. (Creswell, 2014). According to Kothari (2004), it is a strategy for analytically explaining the research problem. In it, we look at the many stages that a scholar goes through when investigating his research problem, as well as the reasons for them. 3.3 Target Population and Sampling Technique Population defined as it comprises of any set of individuals, items, etc. A sample can be taken from that share some general and observable characteristics. Richards &Schmidt, (1999). Furthermore, it is the set of individuals which represents the characteristics of all the population, further, the selection procedure of sample is known as sampling technique. 3.3.5 Target Population The population of the present research study consisted of 200 Pakistani Gilgiti ESL undergraduate students in Gilgit-Baltistan. 3.3.6 Sampling Technique There are many kinds of sampling techniques in the field of research. However, keeping in the view the nature suitability of the present research study. The Purposive sampling technique has been employed to select the sample from the target population. Thus, 200 ESL undergraduate Pakistani Gilgiti students were selected from three public sector universities of Gilgit Baltistan. 3.3.7 Sample of the Study The undergraduate students of first semester from the department of the English were selected for the present research study. 3.3.8 The Setting of the Research The setting of the research was three different universities have been chosen for the present study in Gilgit Baltistan. 3.4 Data Collection Tools In the fields of research there are many kinds of research methods, they are used in the researches. A numbers of different methods have been used to collect the require data to achieve the purpose of the present study. Therefore, the researcher of the present study willingness to communicate has been measured by 27- items questionnaires and these questionnaires were adopted from Cao and Phil (2006), McCroskey (1992), and Lisa (2006). Language learning anxiety was measured by foreign language classroom Anxiety Scale (FLCAS) adopted by Horwitz, and Cope (1986). It has been consisted of 33- items. Language learning motivation was measured through 20- items questionnaires developed by Gardner and Lambert (1987). In this connection, different categories of questionnaires have been picked out to investigate the ESL students’ willingness to communicate, language learning anxiety, and language learning motivations. 3.5 Data Analysis Techniques The collected data analyzed quantitatively, and the research was followed the statistical and descriptive method. 3.6 Ethical Consideration The research was conducted following the key ethical considerations given below: Permission was taken from the management of the universities to collect data from the students. Informed consent was also taken from the participants. The personal details of the participants were kept confidential. The security and anonymity of the research participants were ensured during the study. Credit were given those researchers whose references are being used in this research. Consent form was made to take permission from the higher authority to collect the data from target participants. 4. Data Analysis The study enlisted the participation of 200 Gilgiti ESL students. The data for the study was collected using a variety of tools. A 27-item questionnaire was used to assess students' perceptions and levels of willingness to speak English in a variety of settings in language lessons. The Foreign Language Classroom Anxiety Scale (FLCAS) was used to assess language classroom anxiety. The FLCAS is made up of 33 items that evaluate the level of anxiety that students experience in foreign language classes. Learners' motivation to learn a language was assessed using a 20-item questionnaire in which they were asked to rank their speaking abilities. The goal is to determine how students perceive their own speaking ability. The data will be quantitatively examined, and the research will be conducted using a statistical and descriptive manner. 4.1 Results The current study looks into the relationship between willingness to speak, language learning anxiety, learning motivation, and self-perceived speaking ability among Gilgiti ESL students in Gilgit Baltistan's public sector universities. To measure willingness to speak, language learning anxiety, language learning motivation, and self-perceived speaking skill, an explanatory study design will be employed along with a set of questionnaires. 4.1.1 Reliability Analysis Afterwards, the questionnaire's topic-oriented questions were tested for reliability. The research questionnaire had four major segments. First of them was willingness to communicate that was measured by 27- items, sought out student's perception and degree of willingness to communicate in English in different situations. Second of them was foreign language learning anxiety that was measured by foreign language classroom anxiety scale and consisted of 33- items, which investigated the degree of anxiety that ESL students experience in foreign language classrooms. Third of them was language learning motivation and attitude, that was measured through 20- items. Finally, student’s self-perceived speaking ability was also measured. Because the first three segments of the questionnaire were made up of several items, the researchers utilized Cornbach's alpha to determine their reliability. Cronbach's alpha is a measure of internal consistency, or how closely a group of things are related to one another. It is regarded as a scale reliability indicator. The results of the reliability test are shown in Table-1. Table 1 Reliability Statistics Scales Cronbach's Alpha N of Items Willingness to Speak 0.963 27 Foreign Language Learning Anxiety 0.801 33 Foreign Language Learning Motivation and Attitude 0.974 20 Cornbach's Alpha for the scale of willingness to speak (27 items) was 0.963, for the scale of foreign language learning anxiety (33 items) was 0.801 and for the scale of foreign language learning motivation and attitude (20 items) was 0.974. In general, Cornbach's Alpha of 0.7 and above was considered good for internal reliability. Because all of the Cotnbach's Alpha values in Table-1 were greater than 0.8, the questionnaire's internal reliability was determined to be excellent. 4.1.2 Descriptive Statistics Moreover, descriptive statistics tables were generated to assess the general trend of the responses. Table 2 Descriptive Statistics (Willingness to Speak) N Minimum Maximum Mean Std. Deviation Willingness to Speak 200 1.00 5.00 3.0398 .91770 Valid N (listwise) 200 The table-2 for descriptive statistics have shown the descriptive statistics of items that were included in the segment of willingness to communicate. Respondents have chosen any one of the option for each item of this segment of questionnaire. These options included never willing to speak, rarely willing to speak, sometimes willing to speak, frequently willing to speak and always willing to speak. Numeric code 1 was associated with never willing to speak, 2 with rarely willing to speak, 3 with sometimes willing to speak, 4 with frequently willing to speak and 5 was associated with the option of always willing to speak. The mean for all of the items in the willingness to communicate section was determined to be 3.03, indicating that respondents agreed that on the average, they “sometimes willing to speak” in the situation that were described in the item of the questionnaire’s section that were designed to collect responses for willingness to speak. Table 3 Descriptive Statistics (Foreign Language Learning Anxiety) N Minimum Maximum Mean Std. Deviation Foreign Language Learning Anxiety 200 2.27 4.79 3.7509 .40640 Valid N (listwise) 200 The Table-3 have shown the descriptive statistics of items that were included in the segment of foreign language learning anxiety. Respondents have chosen any one of the option for each item of this segment of questionnaire. These options included strongly disagree, disagree, neither agree nor disagree, agree and strongly agree. Numeric code 1 was associated with strongly disagree, 2 with disagree, 3 with neither agree nor disagree, 4 with agree and 5 was associated with the option of strongly agree. The mean for all of the items in the foreign language learning anxiety section was determined to be 3.75, indicating that on the average respondents were neutral for what was described in the items of the questionnaire’s section about foreign learning language anxiety. Table 4 Descriptive Statistics (Foreign Language Learning Anxiety) N Minimum Maximum Mean Std. Deviation Foreign Learning Language Motivation and Attitude 200 1.05 5.00 3.6973 1.04011 Valid N (listwise) 200 The Table-4 have shown the descriptive statistics of items that were included in the segment of foreign language learning motivation and attitude. Respondents have chosen any one of the option for each item of this segment of questionnaire. These options included strongly disagree, agree, neither agree nor disagree, agree and strongly agree. Numeric code 1 was associated with strongly disagree, 2 with disagree, 3 with neither agree nor disagree, 4 with agree and 5 was associated with the option of strongly agree. The mean for all of the items in the foreign language learning motivation and attitude section was determined to be 3.69, suggesting that respondents were indifferent for what was mentioned in the item of the questionnaire’s section about foreign language learning motivation and attitude. Table 5 Descriptive Statistics (Self-Perceived Speaking Ability) N Minimum Maximum Mean Std. Deviation How do you rate your own English speaking skills? 200 1 5 3.11 .993 Valid N (listwise) 200 The Table-5 have shown the descriptive statistics of self-perceived speaking ability. Respondents have chosen any one of the option for each item of this segment of questionnaire. These options included very high proficiency, high proficiency, average proficiency, low proficiency and very low proficiency. Numeric code 1 was associated with very high proficiency, 2 with high proficiency, 3 with average proficiency, 4 with low proficiency and 5 was associated with the option of very low proficiency. The mean for self-perceived speaking ability was determined to be 3.11, suggesting that respondents were average proficient for their speaking ability. 4.1.3 Levels of Foreign Language Learning Anxiety, Foreign Language Learning Motivation and Attitude and Self-Perceived Speaking Ability The levels of foreign language learning anxiety, foreign language learning motivation and attitude and self-perceived speaking ability among the Gilgiti ESL students were discussed in this section. Based on the obtained responses, descriptive statistics were used to determine the levels of the factors, namely foreign language learning anxiety, foreign language learning motivation and attitude and self-perceived speaking ability. The cutoff points for levels of foreign language learning anxiety were comprised of as, average of less than 3 considered as anxious, average between 3 and 3.99 was considered as fairly anxious and average of 4 and above was considered as highly anxious. Similarly, the cutoff points for levels of foreign language learning motivation and attitude were comprised of as, average of less than 3 considered as fairly motivated, average between 3 and 3.99 was considered as slightly motivated and average of 4 and above was considered as not very motivated. Moreover, the cutoff points for levels of self-perceived speaking ability were comprised of as, average of less than 3 considered as high proficient, average between 3 and 3.99 was considered as average proficient and average of 4 and above was considered as low proficient. Table 6 Levels of Foreign Language Learning Anxiety Frequency Percent Valid Percent Cumulative Percent Valid Anxious 8 4.0 4.0 4.0 Fairly Anxious 137 68.5 68.5 72.5 Not Very Anxious 55 27.5 27.5 100.0 Total 200 100.0 100.0 Table-6 presented the level of foreign language learning anxiety. It described that out of 200 students there were only 4% who were anxious, 68.5% were fairly anxious while 27.5% of the total students were not very anxious in foreign language learning classrooms. Table 7 Levels of Foreign Language Learning Motivation and Attitude Frequency Percent Valid Percent Cumulative Percent Valid Fairly Motivated 101 50.5 50.5 50.5 Slightly Motivated 54 27.0 27.0 77.5 Not Very Motivated 45 22.5 22.5 100.0 Total 200 100.0 100.0 Table-7 shown that a significant number of respondents (50.5%) said they were fairly motivated to learn the foreign language, while 27.0% said they were slightly motivated, and only 22.5% said they were not motivated to learn the foreign language.Interrelationship of Foreign Language Learning Anxiety, Foreign Language Learning Motivation and Self-Perceived Speaking Ability with Willingness to speak 4.1.4 This subsection discussed the relationship of Foreign Language Learning Anxiety, Foreign Language Learning Motivation and Self-Perceived Speaking Ability with Willingness to speak Relationship of Foreign Language Learning Anxiety with Willingness to Speak Table 8 Correlations Willingness to Speak Foreign Language Learning Anxiety Willingness to Speak Pearson Correlation 1 − .021 Sig. (2-tailed) .763 N 200 200 Foreign Language Learning Anxiety Pearson Correlation − .021 1 Sig. (2-tailed) .763 N 200 200 Table-9 illustrates that among the study participants, there is a negative association (r = -0.021) between willingness to speak and language learning anxiety. At the 0.05 level, the correlation was not significant. This suggests that when a learner's anxiety in a foreign language classroom decreases, so does their willingness to speak, and vice versa. It goes without saying that making the classroom less intimidating puts the students at ease, and when they are at comfortable, they are more likely to participate in classroom discussions and activities. Relationship of Foreign Language Learning Motivation and Attitude with Willingness to Speak Table 09 Correlations Willingness to Speak Foreign Learning Language Motivation and Attitude Willingness to Speak Pearson Correlation 1 .036 Sig. (2-tailed) .618 N 200 200 Foreign Learning Language Motivation and Attitude Pearson Correlation .036 1 Sig. (2-tailed) .618 N 200 200 As shown in Table-09, there was a positive association (r = -0.036) between willingness to speak and motivation and attitude toward language learning. This indicated that the two variables were positively correlated, with learners' desire to speak increasing as their motivation to learn the language increased. However, this positive association was not very strong. Relationship of self-Perceived Speaking Ability with Willingness to Speak Table 10 Correlations Willingness to Speak Self-Perceived Speaking Ability Willingness to Speak Pearson Correlation 1 .073 Sig. (2-tailed) .301 N 200 200 Self-Perceived Speaking Ability Pearson Correlation .073 1 Sig. (2-tailed) .301 N 200 200 Table-10 displayed the correlation between willingness to speak and self-perceived speaking ability. The coefficient of correlation between the two variables were (r = 0.073) but this correlation was not significant at 0.05 level of significance. Besides the insignificance, the week but positive correlation suggested that willingness to speak English increased as the self-perceived speaking ability increased and vice-versa. 4.1.4 ANOVA The degree of difference between learners' willingness to speak in terms of their foreign language learning anxiety, motivation, and self-perceived speaking skill was determined for further analysis. The goal was to see if learners' willingness to speak English in language classrooms differed depending on their foreign language learning anxiety, motivation, and self-perceived speaking ability. For the purpose, analysis of variance (ANOVA) was performed to examine their differences in willingness to speak. Table 11 ANOVA Levels of Willingness to Speak Sum of Squares df Mean Square F Sig. Between Groups 11.819 2 5.909 24.949 .000 Within Groups 46.661 197 .237 Total 58.480 199 Table 12 Multiple Comparisons Dependent Variable: Levels of Willingness to Speak Tukey HSD (I) Levels of Foreign Language Learning Anxiety (J) Levels of Foreign Language Learning Anxiety Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound Anxious Fairly Anxious − .54176 * .07802 .000 − .7260 − .3575 Not Very Anxious − .57121 * .15506 .001 − .9374 − .2050 Fairly Anxious Anxious .54176 * .07802 .000 .3575 .7260 Not Very Anxious − .02945 .14669 .978 − .3759 .3170 Not Very Anxious Anxious .57121 * .15506 .001 .2050 .9374 Fairly Anxious .02945 .14669 .978 − .3170 .3759 *. The mean difference is significant at the 0.05 level. Table 12 shows that, based on their foreign language learning anxiety, willingness to speak differs significantly across three levels (F (2,197) = 24.949, p-value < 0.05). This meant that the three groups, who were split based on their anxiety of learning a foreign language, differed significantly in their willingness to speak English in language classes. A post hoc test of multiple comparisons was used to identify which of these groups differed from one another. Table 13 summarizes the findings of post hoc analysis. It was discovered that students who evaluated their anxiety levels as anxious and fairly anxious and anxious and not very anxious were considerably different in their willingness to speak. However, there was no significant difference between students who described themselves as fairly anxious and not very anxious. Table 12 ANOVA Levels of Willingness to Speak Sum of Squares df Mean Square F Sig. Between Groups 11.819 2 5.909 24.949 .000 Within Groups 46.661 197 .237 Total 58.480 199 Table 13 ANOVA Levels of Willingness to Speak Sum of Squares df Mean Square F Sig. Between Groups 8.643 2 4.321 17.082 .000 Within Groups 49.837 197 .253 Total 58.480 199 Table 14 Multiple Comparisons Dependent Variable: Levels of Willingness to Speak Tukey HSD (I) Levels of Foreign Language Learning Motivation and Attitude (J) Levels of Foreign Language Learning Motivation and Attitude Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound Highly Motivated Fairly Motivated − .47877 * .08216 .000 − .6728 − .2848 Not Very Motivated − .39325 * .13449 .011 − .7109 − .0756 Fairly Motivated Highly Motivated .47877 * .08216 .000 .2848 .6728 Not Very Motivated .08553 .12366 .769 − .2065 .3776 Not Very Motivated Highly Motivated .39325 * .13449 .011 .0756 .7109 Fairly Motivated − .08553 .12366 .769 − .3776 .2065 *. The mean difference is significant at the 0.05 level. Table 13 reveals that willingness to speak varied significantly across three levels based on motivation and attitude toward learning a foreign language (F(2,197) = 17.082, p-value < 0.05). As a result, the three groups, which were divided based on their motivation to learn a foreign language, differed greatly in their willingness to speak English in language classes. To determine which of these groups varied from one another, a post hoc test of multiple comparisons was utilized. The results of the post hoc analysis are summarized in Table 14 . Students who rated their motivation as highly motivated and fairly motivated, as well as highly motivated and not very driven, had significantly different levels of willingness to speak. There was no discernible difference between students who identified themselves as fairly motivated and those who regarded themselves as not very motivated. Table 15 ANOVA Levels of Willingness to Speak Sum of Squares df Mean Square F Sig. Between Groups 2.727 3 .909 3.196 .025 Within Groups 55.753 196 .284 Total 58.480 199 Table 16 Multiple Comparisons Dependent Variable: Levels of Willingness to Speak Tukey HSD (I) Self-perceived Speaking Ability (J) Self-perceived Speaking Ability Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound Very high proficiency High proficiency − .14667 .12794 .661 − .4782 .1849 Average proficiency − .26889 .12058 .119 − .5813 .0435 Low proficiency − .40857 * .14676 .030 − .7888 − .0283 High proficiency Very high proficiency .14667 .12794 .661 − .1849 .4782 Average proficiency − .12222 .09028 .530 − .3562 .1117 Low proficiency − .26190 .12308 .148 − .5808 .0570 Average proficiency Very high proficiency .26889 .12058 .119 − .0435 .5813 High proficiency .12222 .09028 .530 − .1117 .3562 Low proficiency − .13968 .11541 .621 − .4387 .1594 Low proficiency Very high proficiency .40857 * .14676 .030 .0283 .7888 High proficiency .26190 .12308 .148 − .0570 .5808 Average proficiency .13968 .11541 .621 − .1594 .4387 *. The mean difference is significant at the 0.05 level. Table 15 reveals that willingness to speak varied significantly across three levels based on self-perceived speaking ability (F (2,197) = 3.196, p-value < 0.05). As a result, the three groups, which were divided based on their self-perceived speaking ability, differed greatly in their willingness to speak English in language classes. To determine which of these groups varied from one another, a post hoc test of multiple comparisons was utilized. The results of the post hoc analysis are summarized in Table 16 . Students who rated their speaking ability as very high proficiency and low proficiency had significantly different levels of willingness to speak. There was no discernible difference in speaking ability of the students who identified themselves as very high proficient and high proficient, very high proficient and average proficient and average proficient and low proficient. 4.2 Conclusion In this section, the researcher synthesizes the findings from the previous section and, using data analysis, determines the answers to the research questions posed previously. 4.2.1 Research Question One The first research question of the study sought the effect of willingness to speak on language learning anxiety. Most of the students who took part in this study described that they were fairly anxious (Table-6) in foreign language learning classroom. Discussing the relationship (Table-9) between willingness to speak and anxiety level it was found that there exist a negative correlation between two variables. It can be described as student’s will to speak in classroom decreased as anxiety level increased. However, this correlation was week and insignificant. This relation was explored further by using the tool of ANOVA (Table-12). Result of ANOVA suggested that there was a significant difference between the levels of willingness to speak and levels of anxiety. Exploring more the result of ANOVA, a post hoc test (Table-13) was applied to discover the significance of each level of both variables. Students who rated their anxiety levels as anxious and fairly anxious, anxious and not very anxious were shown to have significantly varying degrees of desire to speak. However, there was no discernible difference between students who rated themselves as fairly anxious and those who described themselves as not very anxious. 4.2.2 Research Question Two The study's second research question looked into the impact of willingness to speak on motivation and attitude toward language learning. In the foreign language learning classroom, the majority of the students who took part in this study described themselves as fairly motivated (Table-7). When looking at the relationship (Table 10 ) between willingness to speak and motivation level, it was discovered that the two variables have a positive correlation. The willingness of students to speak in class grew as their motivation level increased. This association, however, was weak and negligible. Using the ANOVA tool, this relationship was investigated further (Table-14). According to the results of the ANOVA, there was a significant difference between levels of willingness to speak and levels of motivation and attitude toward learning a foreign language. To further investigate the ANOVA results, a post hoc test (Table-15) was used to determine the significance of each level of both variables. Students with high motivation and fairly motivation, as well as high motivation and not very motivation, exhibited significantly varied levels of willingness to speak. There was no noticeable difference between students who said they were slightly motivated and those who said they were not very motivated. 4.2.3 Research Question Three The study's third research question looked into the impact of speaking willingness on self-perceived speaking ability. The majority of the students who took part in this study described themselves as having a medium degree of speaking ability in the foreign language classroom (Table-8). When the relationship between willingness to speak and level of speaking ability was examined (Table 11 ), it was observed that the two variables have a positive correlation. Students' desire to speak in class increased as their self-perceived speaking abilities improved. However, this relationship was weak and inconsequential. This association was studied further using the ANOVA tool (Table-16). There was a significant difference between levels of willingness to speak and levels of self-perceived speaking ability, according to the ANOVA results. A post hoc test (Table-17) was employed to examine the significance of each level of both variables to further investigate the ANOVA results. Students' willingness to speak differed significantly between those who rated their speaking abilities as very high proficiency and those who rated it as low proficiency. The students who classified themselves as very high proficient and high proficient, very high proficient and average proficient, and average proficient and low proficient had no noticeable difference in speaking ability Table 17 Multiple Comparisons Dependent Variable: Levels of Willingness to Speak Tukey HSD (I) Self-perceived Speaking Ability (J) Self-perceived Speaking Ability Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound Very high proficiency High proficiency − .14667 .12794 .661 − .4782 .1849 Average proficiency − .26889 .12058 .119 − .5813 .0435 Low proficiency − .40857 * .14676 .030 − .7888 − .0283 High proficiency Very high proficiency .14667 .12794 .661 − .1849 .4782 Average proficiency − .12222 .09028 .530 − .3562 .1117 Low proficiency − .26190 .12308 .148 − .5808 .0570 Average proficiency Very high proficiency .26889 .12058 .119 − .0435 .5813 High proficiency .12222 .09028 .530 − .1117 .3562 Low proficiency − .13968 .11541 .621 − .4387 .1594 Low proficiency Very high proficiency .40857 * .14676 .030 .0283 .7888 High proficiency .26190 .12308 .148 − .0570 .5808 Average proficiency .13968 .11541 .621 − .1594 .4387 *. The mean difference is significant at the 0.05 level. 5. Implications of the Study The study has the following important implications for different stakeholders: The study has found that Pakistan ESL undergraduate students’ foreign language learning anxiety has a negative effect while language learning motivation has a positive effect on their willingness to speak in their ESL classrooms. Teachers need to create a positive learning environment and adopt a learner-centered approach in the classroom in order to decrease their language learning anxiety and increase their language learning motivation. Task-based teaching approach with praise and incentives could be useful in developing ESL students’ motivation to learn a foreign/second language. The study has found that Pakistani ESL students rate their ESL speaking ability to be average which implies that there is a need to focus on developing ESL speaking skills of the students in the language classroom. Teachers need to allocate time and activities for developing students’ ESL speaking skills in the classroom. Curriculum designers need to make ESL speaking an important part of language curriculum and assessment. ESL speaking should be made part of the assessment, so that students seriously focus on developing their ESL speaking skills. 6. Limitations of the Study The study has the following limitations: The data for the study was collected from undergraduate students only. The data for the study was conducted from students of Gilgit-Baltistan area of Pakistan only. The researcher could only collect data from 200 participants only due to the time constraint. The speaking ability of the participants was measured through a self-rated scale, rather than a speaking test. Only quantitative tools were employed to study the emotional facets of second language learning in the classroom. 7. Recommendations for Future Research The recommendations for future research are given below: The relationship of other important variables, such as ESL attitude, self-efficacy and learner mindset, with willingness to communicate in ESL can be explored in future research. The willingness to communicate in ESL, language learning anxiety and language learning motivation could be explored through a qualitative study. The present study was limited to Gilgit-Baltistan area of Pakistan, so future research can employ a larger sample from other provinces of Pakistan to investigate willingness to communicate in ESL learners. This study can also be done with school and college level students in future. 8. Conclusion The goals of the study was to explore the effects of willingness to communicate on language learning anxiety, motivation and self-perceived speaking ability among Gilgiti ESL university level students. The findings of the study established that there is a significant impact of the variables have found, such as there was a significant difference between the level of willingness to speak and level of anxiety. It was discovered that the two variables have a positive correlation. The willingness of students to speak in classroom grew as their motivation level increased. According to the results of the ANOVA, there was a significant difference between level of willingness to speak and level of motivation and attitude toward learning a foreign language. The study is quantitative in its nature and can be investigated through qualitative research method as well. Declarations Author Contributions Corresponding author: Muhammad Zaman. He was involved in the conceptualization and methodological structure of the study, literature review, data analysis, interpretation of results, discussion, writing, original draft, writing, review and editing, and acquisition of research resources. Muhammad Younus contributed to the study design, supervision, and validation of data analysis, interpretation of results, and writing, review and editing of the manuscript. Hafiz Imran Nawaz was involved in data collection, data coding, statistical analysis, interpretation of findings. All authors contributed to revising the manuscript and approved the final version to be published. Funding This research received no any kinds of funding. Competing interests The authors declare no competing interests. Ethical Approval Statement Ethical approval for this research was obtained from the Research Ethics Committee of the Department of English, Iqra University, Karachi, Pakistan (Approval ID: IU-REC/2025/014; Approval Date: March 10, 2025). All research procedures involving human participants were conducted in accordance with the ethical standards of the institutional research committee and the Declaration of Helsinki and its subsequent amendments. Participants were fully informed about the study’s objectives, procedures, and their right to withdraw at any time without penalty.The approval covered the administration of voluntary surveys and interviews with tertiary-level students to collect data on their learning experiences and language-related perceptions. The study involved no experimental intervention and posed no potential physical, psychological, or social risk to participants. Informed Consent Statement Informed consent was obtained from all participants prior to their inclusion in the study. Participants were fully informed about the purpose, nature, and procedures of the research, as well as their right to withdraw at any time without penalty. Written consent forms were distributed and signed by participants in March 2025 at Iqra University, Karachi, Pakistan, before data collection commenced. Since the study involved voluntary survey responses and did not include any experimental procedures or sensitive personal information, no potential risk was posed to participants. Conflict of Interest The authors declare no conflict of interest. The research was conducted independently, and no external influence affected the study design, data collection, analysis, or interpretation of results. Acknowledgements I would like to express my sincere gratitude to the participating universities and students of Gilgit-Baltistan for their valuable cooperation and time, without which this research would not have been possible. I am also deeply thankful to the Department of English, Iqra University, Karachi, for their continuous academic guidance and administrative support throughout the course of this study. This research paper forms a part of my Master of Philosophy (MPhil) degree in English and would not have been possible without the guidance, encouragement, and support of all those mentioned above. Additional Information The author declares that there is no conflict of interest regarding the publication of this thesis titled “The Willingness to Communicate, Language Learning Anxiety and Motivation, among Pakistani ESL Undergraduate Students.” All the research activities were conducted independently, without any financial, personal, or professional relationships that could have influenced the study’s outcomes References Abbas F, Iqbal Z (2018) The role of English in shaping Pakistani educational discourse. Pakistan J Educ 35(1):45–60 Akhtar N, Rehman A, Shah S (2022) Exploring English speaking anxiety and classroom interaction among ESL learners in Pakistan. 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Asian-Pacific J Second Foreign Lang Educ 5(1):1–17 Zhang R, Beckmann N, Beckmann JF (2019) Variability and stability of state willingness to communicate in a Chinese college English classroom. System 82:1–13. https://doi.org/10.1016/j.system.2019.02.012 Additional Declarations No competing interests reported. Supplementary Files AppendixI.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. 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16:45:49","extension":"html","order_by":6,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":239385,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-7932499/v1/9edb392c092dd7731df1615d.html"},{"id":105905528,"identity":"329703ec-d361-4aa9-bc0c-0db2cdbc66a3","added_by":"auto","created_at":"2026-04-01 10:12:33","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1988325,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7932499/v1/41d74b3c-94ed-4f20-8e2b-aecd6d134e3b.pdf"},{"id":97671837,"identity":"c7e0a4a8-6e29-4921-8c8e-7e29f3ec36c0","added_by":"auto","created_at":"2025-12-08 09:33:09","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":17606,"visible":true,"origin":"","legend":"","description":"","filename":"AppendixI.docx","url":"https://assets-eu.researchsquare.com/files/rs-7932499/v1/a4af8acaca098ddad9cc5562.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Exploring the Interplay of Willingness to Communicate and Motivation among Pakistani ESL Undergraduate Students","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eEffective communication constitutes a central objective in second language acquisition, whereby learners\u0026rsquo; readiness to engage in discourse known as willingness to communicate (WTC), plays a pivotal role (MacIntyre et al., \u003cspan class=\"CitationRef\"\u003e1998\u003c/span\u003e). In the context of English as a Second Language (ESL), WTC has been defined as a learner\u0026rsquo;s volitional inclination to initiate or maintain communication in the target language under specific circumstances (MacIntyre et al., \u003cspan class=\"CitationRef\"\u003e1998\u003c/span\u003e). Research in Pakistan reveals that although undergraduate ESL learners report moderate to high levels of WTC, they often prefer speaking in comfortable settings such as with friends or in small groups while hesitating in more public or formal scenarios (Bukhari, \u003cspan class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003eIn parallel, two affective constructs language learning anxiety and motivation have repeatedly been found to influence learners\u0026rsquo; willingness to communicate and their self-perceived speaking ability. Foreign language anxiety is characterized by feelings of tension or apprehension related to L2 use and tends to negatively affect communication readiness and performance (Sana, \u003cspan class=\"CitationRef\"\u003e2024\u003c/span\u003e). Conversely, language learning motivation both integrative and instrumental has been shown to positively correlate with WTC, self-efficacy, and frequency of target-language speech (Malik \u0026amp; Pervaiz, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e). In Pakistan, studies have documented that ESL undergraduates face moderate anxiety and varying levels of motivation, both of which impact their classroom participation and speaking practices (Malik \u0026amp; Pervaiz, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e; Sana, \u003cspan class=\"CitationRef\"\u003e2024\u003c/span\u003e). Against this backdrop, the present study investigates the interplay of WTC, language learning anxiety, motivation, and self-perceived speaking ability among undergraduate ESL students in the Gilgit-Baltistan region of Pakistan. By exploring how anxiety and motivation co-relate with WTC and how, in turn, WTC aligns with students\u0026rsquo; own evaluation of their speaking competence, the study aims to deepen understanding of communicative readiness in the Pakistani ESL classroom and offer implications for curriculum designers and instructors working within this context.\u003c/p\u003e\n\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e\n\u003ch2\u003e1.1 Background of the Study\u003c/h2\u003e\n\u003cp\u003eThis section gives the background of the study and present the context in which the study has been done\u003c/p\u003e\n\u003cdiv id=\"Sec3\" class=\"Section3\"\u003e\n\u003ch2\u003e1.1.1 Importance of English Language\u003c/h2\u003e\n\u003cp\u003eEnglish has evolved into the dominant global language, functioning as the principal medium for education, technology, trade, and international communication (Crystal, \u003cspan class=\"CitationRef\"\u003e2003\u003c/span\u003e; Coleman, \u003cspan class=\"CitationRef\"\u003e2011\u003c/span\u003e). It serves as a linguistic bridge connecting diverse cultures and disciplines across the world (Alzeebaree \u0026amp; Yavuz, \u003cspan class=\"CitationRef\"\u003e2017\u003c/span\u003e). In developing contexts such as Pakistan, English symbolizes prestige, opportunity, and upward social mobility (Haider \u0026amp; Fang, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e; Khan \u0026amp; Mansoor, \u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e). Its global utility in academia, research, and employment has made English indispensable for learners seeking success in professional and academic spheres (Ali et al., \u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e; Jenkins, 2015).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec4\" class=\"Section3\"\u003e\n\u003ch2\u003e1.1.2 Status of English in Pakistan\u003c/h2\u003e\n\u003cp\u003eIn Pakistan, English holds the dual status of official and second language, functioning as the medium of instruction, administration, and judiciary (Rahman, \u003cspan class=\"CitationRef\"\u003e2002\u003c/span\u003e; Abbas \u0026amp; Iqbal, \u003cspan class=\"CitationRef\"\u003e2018\u003c/span\u003e). Despite the presence of more than seventy indigenous languages (Ethnologue, \u003cspan class=\"CitationRef\"\u003e2018\u003c/span\u003e), English remains a symbol of socioeconomic power and elite identity (Shamim, \u003cspan class=\"CitationRef\"\u003e2008\u003c/span\u003e; Haider, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e). Proficiency in English ensures academic advancement and access to lucrative employment opportunities (Tamim, 2015; Mahboob, 2009). However, unequal access to quality English education reinforces social stratification between elite and public-sector learners (Rehman, 2008; Mohanty, 2006).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec5\" class=\"Section3\"\u003e\n\u003ch2\u003e1.1.3 Pakistani Students\u0026rsquo; ESL Speaking Skills\u003c/h2\u003e\n\u003cp\u003eSpeaking proficiency remains one of the weakest skills among Pakistani ESL learners due to traditional teacher-centered pedagogy, limited communicative practice, and classroom anxiety (Nawab, \u003cspan class=\"CitationRef\"\u003e2012\u003c/span\u003e; Khan \u0026amp; Khan, \u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e). Many students can read and write English but hesitate to speak due to fear of errors, shyness, and lack of exposure (Ali et al., \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e; Tanveer, 2007). Poor teacher training, overcrowded classes, and limited speaking activities further impede oral competence (Haider, 2012; Akhtar et al., 2019). Consequently, language anxiety, lack of motivation, and inadequate communicative opportunities combine to lower learners\u0026rsquo; willingness to communicate (Waseem et al., 2015; Nazir et al., 2014).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec6\" class=\"Section3\"\u003e\n\u003ch2\u003e1.1.4 Willingness to Communicate (WTC)\u003c/h2\u003e\n\u003cp\u003eThe concept of Willingness to Communicate (WTC), introduced by MacIntyre et al. (\u003cspan class=\"CitationRef\"\u003e1998\u003c/span\u003e), represents learners\u0026rsquo; readiness to engage in discourse in a second language. It is influenced by psychological, linguistic, and contextual variables, including self-confidence, motivation, and anxiety (Cao, \u003cspan class=\"CitationRef\"\u003e2011\u003c/span\u003e; Peng, 2012; D\u0026ouml;rnyei, \u003cspan class=\"CitationRef\"\u003e2005\u003c/span\u003e). Recent research in Asian EFL contexts indicates that enhancing WTC through motivational strategies and supportive classroom environments improves communicative competence (Al-Rawashdeh, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e; Nazir et al., \u003cspan class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec7\" class=\"Section3\"\u003e\n\u003ch2\u003e1.1.5 The Interrelationship among WTC, Anxiety, and Motivation in ESL Contexts\u003c/h2\u003e\n\u003cp\u003eEmpirical evidence suggests that WTC, anxiety, and motivation are dynamically interconnected (Sarwari, \u003cspan class=\"CitationRef\"\u003e2024\u003c/span\u003e). A negative correlation typically exists between anxiety and WTC, whereas motivation positively predicts communication willingness. In South Asian contexts, especially in Pakistan, learners\u0026rsquo; moderate motivation and persistent anxiety reflect sociocultural barriers, exam-oriented learning, and limited exposure to authentic communication (Ubaid et al., \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e). Recent research has begun to highlight the mediating role of teacher support and digital learning environments in reducing anxiety and enhancing motivation for oral communication (Younas et al., \u003cspan class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec8\" class=\"Section3\"\u003e\n\u003ch2\u003e1.1.5 Language Learning Motivation\u003c/h2\u003e\n\u003cp\u003eMotivation is a driving force behind successful second-language acquisition (Gardner \u0026amp; Lambert, 1987; D\u0026ouml;rnyei, \u003cspan class=\"CitationRef\"\u003e2005\u003c/span\u003e). In Pakistan, motivation both instrumental (academic or career goals) and integrative (interest in language and culture) directly influences students\u0026rsquo; communicative behavior and confidence (Malik \u0026amp; Pervaiz, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e). Recent findings emphasize that motivated ESL learners show higher self-efficacy and a stronger inclination to speak English inside and outside the classroom (Rahman, 2024).\u003c/p\u003e\n\u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\n\u003ch2\u003e1.2 Statement of the Problem\u003c/h2\u003e\n\u003cp\u003eEnglish has become a global lingua franca, serving as the dominant medium for education, technology, business, and international communication (Crystal, \u003cspan class=\"CitationRef\"\u003e2003\u003c/span\u003e; Coleman, \u003cspan class=\"CitationRef\"\u003e2011\u003c/span\u003e; Almutairi, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e; Rusmana et al. \u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e). In Pakistan, English functions as a marker of social status and academic achievement, symbolizing access to power and upward mobility (Radick \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e: Sato \u003cspan class=\"CitationRef\"\u003e2017\u003c/span\u003e; Haider \u0026amp; Fang, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e; Rahman, \u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e). Proficiency in English, particularly in speaking, is considered an essential skill for success in academic and professional domains (Mahboob \u0026amp; Tilakaratna, \u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003eDespite its significance, most Pakistani ESL learners, especially in remote regions like Gilgit-Baltistan, struggle to achieve communicative competence due to limited exposure, traditional teaching methods, and anxiety in speaking situations (Yashima et al. \u003cspan class=\"CitationRef\"\u003e2004\u003c/span\u003e; Vazir \u003cspan class=\"CitationRef\"\u003e2007\u003c/span\u003e; Nawab, \u003cspan class=\"CitationRef\"\u003e2012\u003c/span\u003e; Khan, \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e; Asghar \u0026amp; Gul, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e). Teacher-centered instruction and lack of interactive speaking opportunities further hinder the development of fluency and confidence (Shahzad, \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e; Akhtar et al., \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003eLanguage learning anxiety, fear of making mistakes, and lack of motivation are key barriers that reduce learners\u0026rsquo; willingness to communicate (Horwitz et al., \u003cspan class=\"CitationRef\"\u003e1986\u003c/span\u003e; Behlol \u0026amp; Anwar \u003cspan class=\"CitationRef\"\u003e2012\u003c/span\u003e; Nazir et al., \u003cspan class=\"CitationRef\"\u003e2024\u003c/span\u003e). Studies have shown that willingness to communicate (WTC) is influenced by psychological factors such as self-confidence, motivation, and classroom climate (MacIntyre et al., \u003cspan class=\"CitationRef\"\u003e1998\u003c/span\u003e; Peng, \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e; Garcia \u0026amp; Mora \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e). However, limited research in the Pakistani context has examined how WTC, anxiety, and motivation interact to affect learners\u0026rsquo; speaking ability.\u003c/p\u003e\n\u003cp\u003eTherefore, this study aims to investigate the relationship among willingness to communicate, language learning anxiety, motivation, and self-perceived speaking ability among ESL undergraduate students in Gilgit-Baltistan, Pakistan.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\n\u003ch2\u003e1.2 Objectives of the Study\u003c/h2\u003e\n\u003cp\u003eThe study has the following three research objectives:\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003eTo investigate the Pakistani ESL undergraduate students\u0026rsquo; foreign language learning anxiety on their willingness to communicate in ESL\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eTo investigate the effect of Pakistani ESL undergraduate students\u0026rsquo; language learning motivation on their willingness to communicate in ESL\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eTo investigate the effect of Pakistani ESL undergraduate students\u0026rsquo; self-perceived speaking ability on their willingness to communicate in ESL\u003c/p\u003e\n\u003c/li\u003e\n\u003c/ul\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\n\u003ch2\u003e1.3 Research Questions\u003c/h2\u003e\n\u003cp\u003eThe study has posed the following three research questions:\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003eWhat is the effect of the Pakistani ESL undergraduate students\u0026rsquo; foreign language learning anxiety on their willingness to communicate in ESL?\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eWhat is the effect of Pakistani ESL undergraduate students\u0026rsquo; language learning motivation on their willingness to communicate in ESL?\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eWhat is the effect of Pakistani ESL undergraduate students\u0026rsquo; self-perceived speaking ability on their willingness to communicate in ESL?\u003c/p\u003e\n\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch2\u003e1.4 Scope of the Study\u003c/h2\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003eThe present study will investigate the effects of willingness to communicate on language learning anxiety, motivation, and self- speaking ability only.\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eThe data for the present study will be collected from Pakistani Public Sector universities only.\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eThe data for present study will be collected through questionnaires only.\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eThe data for the present study will be collected during the months of May and June only.\u003c/p\u003e\n\u003c/li\u003e\n\u003c/ul\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\n\u003ch2\u003e1.5 Significance of the Study\u003c/h2\u003e\n\u003cp\u003eThis present study is significant because it will fill the gap in the literature by exploring the relationship between Gilgiti ESL Students\u0026rsquo; willingness to communicate and their language learning anxiety, language learning motivation, and self-perceived speaking ability in the Pakistani context.\u003c/p\u003e\n\u003cp\u003eThe findings of the present study can be helpful for the Pakistani ESL teachers as they will be able to measures to improve WTS, language learning motivation, and reduce language learning anxiety.\u003c/p\u003e\n\u003cp\u003eThis study may prove to be the catalyst for further research in the Pakistani context on this topic.\u003c/p\u003e\n\u003c/div\u003e"},{"header":"2 Review of the Related Literature","content":"\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003e2.1 Concept of Willingness to Communicate (WTC)\u003c/h2\u003e\u003cp\u003eThe construct of \u003cem\u003eWillingness to Communicate\u003c/em\u003e (WTC) was first proposed by McCroskey and Baer (1985) and later extended to second language (L2) learning by MacIntyre et al. (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e1998\u003c/span\u003e). It represents learners\u0026rsquo; readiness to engage in communication when given an opportunity. In L2 settings, WTC serves as an essential predictor of communicative success and language achievement (Sarwari, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The model of MacIntyre et al. (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e1998\u003c/span\u003e) identified linguistic, motivational, and affective variables such as anxiety and self-confidence as key antecedents influencing WTC.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003e2.2 Motivation and Self-Perceived Speaking Ability\u003c/h2\u003e\u003cp\u003eMotivation acts as a major psychological driver in second language acquisition. According to D\u0026ouml;rnyei\u0026rsquo;s (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2005\u003c/span\u003e) L2 Motivational Self System, learners\u0026rsquo; \u003cem\u003eideal L2 self\u003c/em\u003e and \u003cem\u003elearning experience\u003c/em\u003e directly affect their communicative readiness. Shen, Mazgutova, and McCray (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) found that students with a strong \u003cem\u003efuture L2 self\u003c/em\u003e displayed higher classroom WTC and greater engagement. In Pakistan, Jafri (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) reported that both \u003cem\u003eintegrative\u003c/em\u003e and \u003cem\u003einstrumental\u003c/em\u003e motivation shape learners\u0026rsquo; willingness to speak, though limited opportunities to practice English reduce their confidence. Younas, El-Dakhs, and Anwar (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) further showed that teacher encouragement enhances motivational intensity and positively affects self-perceived speaking ability.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003e2.3 The Interrelationship among WTC, and Motivation in ESL Contexts\u003c/h2\u003e\u003cp\u003eEmpirical evidence suggests that WTC, anxiety, and motivation are dynamically interconnected (Sarwari, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). A negative correlation typically exists between anxiety and WTC, whereas motivation positively predicts communication willingness. In South Asian contexts, especially in Pakistan, learners\u0026rsquo; moderate motivation and persistent anxiety reflect sociocultural barriers, exam-oriented learning, and limited exposure to authentic communication (Ubaid et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Recent research has begun to highlight the mediating role of teacher support and digital learning environments in reducing anxiety and enhancing motivation for oral communication (Younas et al., \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Awan et al. \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2010\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003e2.4 Research Gap\u003c/h2\u003e\u003cp\u003eWhile international studies have thoroughly investigated WTC and affective factors, there is still limited empirical research on how \u003cem\u003elanguage learning motivation\u003c/em\u003e, and \u003cem\u003eself-perceived speaking ability\u003c/em\u003e interact to influence WTC among Pakistani ESL learners particularly in the under-explored region of Gilgit-Baltistan. Addressing this gap can inform teachers, curriculum designers, and policymakers about strategies to enhance communication confidence in tertiary-level English classrooms.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\u003ch2\u003e2.5 Previous Studies\u003c/h2\u003e\u003cp\u003eResearch into L2 learners\u0026rsquo; willingness to communicate (WTC) has increasingly focused on how psychological, motivational, and contextual factors interact with speaking ability. For instance, Shen, Mazgutova, and McCray (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) found a strong positive correlation between learners\u0026rsquo; ideal L2 self and classroom WTC, demonstrating how future-self perceptions may drive communication readiness.\u003c/p\u003e\u003cp\u003eMore recently, Sarwari (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) conducted a qualitative study linking WTC with English language achievement, underscoring the role of WTC as a mediator between motivational and proficiency outcomes. In Pakistan, an investigation among undergraduate ESL students revealed moderate WTC in group tasks but lower WTC in more formal class interactions and found that integrative and instrumental motivation strongly predicted WTC (Ubaid, Ramanair, \u0026amp; Rethinasamy, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eAdditional studies address the interplay of motivation and language anxiety. For example, Jafri (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) identified integrative and instrumental orientations in Pakistani ESL learners, noting motivational deficits linked with fewer speaking opportunities. In the Pakistani university context, Younas, El-Dakhs and Anwar (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) emphasised the teacher\u0026rsquo;s motivational role in boosting speaking skills, further illustrating institutional and affective factors affecting speaking readiness.\u003c/p\u003e\u003cp\u003eWhile earlier research (e.g., Zare, Shooshtari \u0026amp; Jalilifar, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) pointed to corrective feedback and proficiency as major influences on WTC, recent work highlights broader affective and motivational systems in blended, multilingual, or digitally mediated environments. Collectively, these studies suggest that WTC among Pakistani ESL learners is shaped not only by proficiency and feedback but also by motivational orientations, anxiety, classroom climate and teacher support\u0026mdash;factors that justify the present study\u0026rsquo;s focus on WTC, language-learning motivation, and self-speaking ability in a Pakistani undergraduate ESL context.\u003c/p\u003e\u003cp\u003eSyed and Kuzborska (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) explored the dynamic factors influencing learners\u0026rsquo; willingness to communicate (WTC) in a foreign language among six postgraduate business students in Pakistan. Using classroom observations, semi-structured interviews, diaries, and biographical questionnaires, the study adopted a multiple case study approach. Findings revealed that learners\u0026rsquo; WTC is shaped by complex, nonlinear interactions among contextual, psychological, and linguistic variables rather than by teacher control. The study emphasized that learners\u0026rsquo; silence does not necessarily reflect unwillingness to communicate. It further suggested the need to investigate diverse classroom settings and teaching styles to better understand and foster students\u0026rsquo; WTC in ESL contexts.\u003c/p\u003e\u003cp\u003e Dewaele and Pavelescu (2019) examined the relationship between emotions and WTC among Romanian ESL students, employing lesson observations, semi-structured interviews, and written reflections. Grounded in Dynamic Systems Theory, their qualitative analysis indicated that learners\u0026rsquo; emotional experiences\u0026mdash;both inside and outside the classroom\u0026mdash;significantly influence their communicative readiness. The study found that emotional factors such as enjoyment and anxiety have both short- and long-term effects on students\u0026rsquo; motivation and WTC. Overall, the researchers concluded that emotions are integral to language learning, dynamically shaping how and when learners choose to communicate.\u003c/p\u003e\u003c/div\u003e"},{"header":"3 Research Methodology","content":"\u003cp\u003eThe methodology of the study discussed in this chapter. The research design will be discussed, and the population and sampling of the participants in this study will be highlighted. This chapter will provide a comprehensive overview of the selected questionnaires, setting of the research as well as data collection instruments and its analysis. The ethical issues and chapter summary of the study will be outlined at the end of this chapter.\u003c/p\u003e\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e\u003ch2\u003e3.1 The Research Study\u003c/h2\u003e\u003cp\u003eThe major purpose of our research was to investigate the effect of willingness to communicate on language learning anxiety, language learning motivation and self-speaking ability. The researcher was interested is significant because it will fill the gap in the literature by exploring the relationship between Gilgiti ESL Students\u0026rsquo; willingness to communicate and their language learning anxiety, language learning motivation, and self-perceived speaking ability in the Pakistani context. The findings of the present study can be helpful for the Pakistani ESL teachers as they will be able to measures to improve WTS, language learning motivation, and reduce language learning anxiety.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e\u003ch2\u003e3.2 The Research Design\u003c/h2\u003e\u003cp\u003eThe term research methodology defined as it compromise process which are very important tools for any research investigation. It includes multiple methods that used in the research study for the collections and analysis of the data Richards \u0026amp; Schmidt, (1999). The entire method for connecting intangible research concerns to appropriate and feasible empirical research is known as research design. It's a type of investigation that gives specific instructions on how to conduct a study. (Creswell, 2014). According to Kothari (2004), it is a strategy for analytically explaining the research problem. In it, we look at the many stages that a scholar goes through when investigating his research problem, as well as the reasons for them.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec22\" class=\"Section2\"\u003e\u003ch2\u003e3.3 Target Population and Sampling Technique\u003c/h2\u003e\u003cp\u003ePopulation defined as it comprises of any set of individuals, items, etc. A sample can be taken from that share some general and observable characteristics. Richards \u0026amp;Schmidt, (1999). Furthermore, it is the set of individuals which represents the characteristics of all the population, further, the selection procedure of sample is known as sampling technique.\u003c/p\u003e\u003cdiv id=\"Sec23\" class=\"Section3\"\u003e\u003ch2\u003e3.3.5 Target Population\u003c/h2\u003e\u003cp\u003eThe population of the present research study consisted of 200 Pakistani Gilgiti ESL undergraduate students in Gilgit-Baltistan.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec24\" class=\"Section3\"\u003e\u003ch2\u003e3.3.6 Sampling Technique\u003c/h2\u003e\u003cp\u003eThere are many kinds of sampling techniques in the field of research. However, keeping in the view the nature suitability of the present research study. The Purposive sampling technique has been employed to select the sample from the target population. Thus, 200 ESL undergraduate Pakistani Gilgiti students were selected from three public sector universities of Gilgit Baltistan.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec25\" class=\"Section3\"\u003e\u003ch2\u003e3.3.7 Sample of the Study\u003c/h2\u003e\u003cp\u003eThe undergraduate students of first semester from the department of the English were selected for the present research study.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec26\" class=\"Section3\"\u003e\u003ch2\u003e3.3.8 The Setting of the Research\u003c/h2\u003e\u003cp\u003eThe setting of the research was three different universities have been chosen for the present study in Gilgit Baltistan.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec27\" class=\"Section2\"\u003e\u003ch2\u003e3.4 Data Collection Tools\u003c/h2\u003e\u003cp\u003eIn the fields of research there are many kinds of research methods, they are used in the researches. A numbers of different methods have been used to collect the require data to achieve the purpose of the present study. Therefore, the researcher of the present study willingness to communicate has been measured by 27- items questionnaires and these questionnaires were adopted from Cao and Phil (2006), McCroskey (1992), and Lisa (2006). Language learning anxiety was measured by foreign language classroom Anxiety Scale (FLCAS) adopted by Horwitz, and Cope (1986). It has been consisted of 33- items. Language learning motivation was measured through 20- items questionnaires developed by Gardner and Lambert (1987). In this connection, different categories of questionnaires have been picked out to investigate the ESL students\u0026rsquo; willingness to communicate, language learning anxiety, and language learning motivations.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec28\" class=\"Section2\"\u003e\u003ch2\u003e3.5 Data Analysis Techniques\u003c/h2\u003e\u003cp\u003e The collected data analyzed quantitatively, and the research was followed the statistical and descriptive method.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec29\" class=\"Section2\"\u003e\u003ch2\u003e3.6 Ethical Consideration\u003c/h2\u003e\u003cp\u003eThe research was conducted following the key ethical considerations given below:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003ePermission was taken from the management of the universities to collect data from the students. Informed consent was also taken from the participants.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eThe personal details of the participants were kept confidential.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eThe security and anonymity of the research participants were ensured during the study.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eCredit were given those researchers whose references are being used in this research.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eConsent form was made to take permission from the higher authority to collect the data from target participants.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"4. Data Analysis","content":"\u003cp\u003eThe study enlisted the participation of 200 Gilgiti ESL students. The data for the study was collected using a variety of tools. A 27-item questionnaire was used to assess students' perceptions and levels of willingness to speak English in a variety of settings in language lessons. The Foreign Language Classroom Anxiety Scale (FLCAS) was used to assess language classroom anxiety. The FLCAS is made up of 33 items that evaluate the level of anxiety that students experience in foreign language classes. Learners' motivation to learn a language was assessed using a 20-item questionnaire in which they were asked to rank their speaking abilities. The goal is to determine how students perceive their own speaking ability. The data will be quantitatively examined, and the research will be conducted using a statistical and descriptive manner.\u003c/p\u003e\n\u003cdiv id=\"Sec31\" class=\"Section2\"\u003e\n\u003ch2\u003e4.1 Results\u003c/h2\u003e\n\u003cp\u003eThe current study looks into the relationship between willingness to speak, language learning anxiety, learning motivation, and self-perceived speaking ability among Gilgiti ESL students in Gilgit Baltistan's public sector universities. To measure willingness to speak, language learning anxiety, language learning motivation, and self-perceived speaking skill, an explanatory study design will be employed along with a set of questionnaires.\u003c/p\u003e\n\u003cdiv id=\"Sec32\" class=\"Section3\"\u003e\n\u003ch2\u003e4.1.1 Reliability Analysis\u003c/h2\u003e\n\u003cp\u003eAfterwards, the questionnaire's topic-oriented questions were tested for reliability. The research questionnaire had four major segments. First of them was willingness to communicate that was measured by 27- items, sought out student's perception and degree of willingness to communicate in English in different situations. Second of them was foreign language learning anxiety that was measured by foreign language classroom anxiety scale and consisted of 33- items, which investigated the degree of anxiety that ESL students experience in foreign language classrooms. Third of them was language learning motivation and attitude, that was measured through 20- items. Finally, student\u0026rsquo;s self-perceived speaking ability was also measured. Because the first three segments of the questionnaire were made up of several items, the researchers utilized Cornbach's alpha to determine their reliability. Cronbach's alpha is a measure of internal consistency, or how closely a group of things are related to one another. It is regarded as a scale reliability indicator. The results of the reliability test are shown in Table-1.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003ctable id=\"Tab1\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eReliability Statistics\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eScales\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eCronbach's Alpha\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eN of Items\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eWillingness to Speak\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e0.963\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e27\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eForeign Language Learning Anxiety\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e0.801\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e33\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eForeign Language Learning Motivation and Attitude\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e0.974\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e20\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eCornbach's Alpha for the scale of willingness to speak (27 items) was 0.963, for the scale of foreign language learning anxiety (33 items) was 0.801 and for the scale of foreign language learning motivation and attitude (20 items) was 0.974. In general, Cornbach's Alpha of 0.7 and above was considered good for internal reliability. Because all of the Cotnbach's Alpha values in Table-1 were greater than 0.8, the questionnaire's internal reliability was determined to be excellent.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec33\" class=\"Section3\"\u003e\n\u003ch2\u003e4.1.2 Descriptive Statistics\u003c/h2\u003e\n\u003cp\u003eMoreover, descriptive statistics tables were generated to assess the general trend of the responses.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tab2\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eDescriptive Statistics (Willingness to Speak)\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eN\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eMinimum\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eMaximum\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eMean\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eStd. Deviation\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eWillingness to Speak\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e5.00\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e3.0398\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.91770\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eValid N (listwise)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eThe table-2 for descriptive statistics have shown the descriptive statistics of items that were included in the segment of willingness to communicate. Respondents have chosen any one of the option for each item of this segment of questionnaire. These options included never willing to speak, rarely willing to speak, sometimes willing to speak, frequently willing to speak and always willing to speak. Numeric code 1 was associated with never willing to speak, 2 with rarely willing to speak, 3 with sometimes willing to speak, 4 with frequently willing to speak and 5 was associated with the option of always willing to speak. The mean for all of the items in the willingness to communicate section was determined to be 3.03, indicating that respondents agreed that on the average, they \u0026ldquo;sometimes willing to speak\u0026rdquo; in the situation that were described in the item of the questionnaire\u0026rsquo;s section that were designed to collect responses for willingness to speak.\u0026nbsp;\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tab3\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eDescriptive Statistics (Foreign Language Learning Anxiety)\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eN\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eMinimum\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eMaximum\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eMean\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eStd. Deviation\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eForeign Language Learning Anxiety\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e2.27\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e4.79\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e3.7509\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.40640\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eValid N (listwise)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eThe Table-3 have shown the descriptive statistics of items that were included in the segment of foreign language learning anxiety. Respondents have chosen any one of the option for each item of this segment of questionnaire. These options included strongly disagree, disagree, neither agree nor disagree, agree and strongly agree. Numeric code 1 was associated with strongly disagree, 2 with disagree, 3 with neither agree nor disagree, 4 with agree and 5 was associated with the option of strongly agree. The mean for all of the items in the foreign language learning anxiety section was determined to be 3.75, indicating that on the average respondents were neutral for what was described in the items of the questionnaire\u0026rsquo;s section about foreign learning language anxiety.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003ctable id=\"Tab4\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eDescriptive Statistics (Foreign Language Learning Anxiety)\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eN\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eMinimum\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eMaximum\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eMean\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eStd. Deviation\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eForeign Learning Language Motivation and Attitude\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1.05\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e5.00\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e3.6973\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1.04011\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eValid N (listwise)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eThe Table-4 have shown the descriptive statistics of items that were included in the segment of foreign language learning motivation and attitude. Respondents have chosen any one of the option for each item of this segment of questionnaire. These options included strongly disagree, agree, neither agree nor disagree, agree and strongly agree. Numeric code 1 was associated with strongly disagree, 2 with disagree, 3 with neither agree nor disagree, 4 with agree and 5 was associated with the option of strongly agree. The mean for all of the items in the foreign language learning motivation and attitude section was determined to be 3.69, suggesting that respondents were indifferent for what was mentioned in the item of the questionnaire\u0026rsquo;s section about foreign language learning motivation and attitude.\u0026nbsp;\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tab5\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eDescriptive Statistics (Self-Perceived Speaking Ability)\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eN\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eMinimum\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eMaximum\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eMean\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eStd. Deviation\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eHow do you rate your own English speaking skills?\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e5\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e3.11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.993\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eValid N (listwise)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eThe Table-5 have shown the descriptive statistics of self-perceived speaking ability. Respondents have chosen any one of the option for each item of this segment of questionnaire. These options included very high proficiency, high proficiency, average proficiency, low proficiency and very low proficiency. Numeric code 1 was associated with very high proficiency, 2 with high proficiency, 3 with average proficiency, 4 with low proficiency and 5 was associated with the option of very low proficiency. The mean for self-perceived speaking ability was determined to be 3.11, suggesting that respondents were average proficient for their speaking ability.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.1.3 Levels of Foreign Language Learning Anxiety, Foreign Language Learning Motivation and Attitude and Self-Perceived Speaking Ability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe levels of foreign language learning anxiety, foreign language learning motivation and attitude and self-perceived speaking ability among the Gilgiti ESL students were discussed in this section. Based on the obtained responses, descriptive statistics were used to determine the levels of the factors, namely foreign language learning anxiety, foreign language learning motivation and attitude and self-perceived speaking ability. The cutoff points for levels of foreign language learning anxiety were comprised of as, average of less than 3 considered as anxious, average between 3 and 3.99 was considered as fairly anxious and average of 4 and above was considered as highly anxious. Similarly, the cutoff points for levels of foreign language learning motivation and attitude were comprised of as, average of less than 3 considered as fairly motivated, average between 3 and 3.99 was considered as slightly motivated and average of 4 and above was considered as not very motivated. Moreover, the cutoff points for levels of self-perceived speaking ability were comprised of as, average of less than 3 considered as high proficient, average between 3 and 3.99 was considered as average proficient and average of 4 and above was considered as low proficient.\u0026nbsp;\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tab6\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eLevels of Foreign Language Learning Anxiety\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth colspan=\"2\" align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eFrequency\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003ePercent\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eValid Percent\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eCumulative Percent\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"4\" align=\"left\"\u003e\n\u003cp\u003eValid\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAnxious\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e8\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e4.0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e4.0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e4.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eFairly Anxious\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e137\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e68.5\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e68.5\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e72.5\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eNot Very Anxious\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e55\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e27.5\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e27.5\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e100.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eTotal\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e100.0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e100.0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eTable-6 presented the level of foreign language learning anxiety. It described that out of 200 students there were only 4% who were anxious, 68.5% were fairly anxious while 27.5% of the total students were not very anxious in foreign language learning classrooms.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003cdiv class=\"colspec\" align=\"char\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003ctable id=\"Tab7\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eLevels of Foreign Language Learning Motivation and Attitude\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth colspan=\"2\" align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eFrequency\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003ePercent\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eValid Percent\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eCumulative Percent\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"4\" align=\"left\"\u003e\n\u003cp\u003eValid\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eFairly Motivated\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e101\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e50.5\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e50.5\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e50.5\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSlightly Motivated\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e54\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e27.0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e27.0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e77.5\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eNot Very Motivated\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e45\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e22.5\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e22.5\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e100.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eTotal\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e100.0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e100.0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eTable-7 shown that a significant number of respondents (50.5%) said they were fairly motivated to learn the foreign language, while 27.0% said they were slightly motivated, and only 22.5% said they were not motivated to learn the foreign language.Interrelationship of Foreign Language Learning Anxiety, Foreign Language Learning Motivation and Self-Perceived Speaking Ability with Willingness to speak\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.1.4 This subsection discussed the relationship of Foreign Language Learning Anxiety, Foreign Language Learning Motivation and Self-Perceived Speaking Ability with Willingness to speak\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRelationship of Foreign Language Learning Anxiety with Willingness to Speak\u003c/strong\u003e\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tab8\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eCorrelations\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth colspan=\"2\" align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eWillingness to Speak\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eForeign Language Learning Anxiety\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eWillingness to Speak\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePearson Correlation\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.021\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSig. (2-tailed)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.763\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eN\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eForeign Language Learning Anxiety\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePearson Correlation\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.021\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSig. (2-tailed)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.763\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eN\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003c/div\u003e\n\u003cp\u003eTable-9 illustrates that among the study participants, there is a negative association (r = -0.021) between willingness to speak and language learning anxiety. At the 0.05 level, the correlation was not significant. This suggests that when a learner's anxiety in a foreign language classroom decreases, so does their willingness to speak, and vice versa. It goes without saying that making the classroom less intimidating puts the students at ease, and when they are at comfortable, they are more likely to participate in classroom discussions and activities.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRelationship of Foreign Language Learning Motivation and Attitude with Willingness to Speak\u003c/strong\u003e\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003ctable id=\"Tab10\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 09\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eCorrelations\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth colspan=\"2\" align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eWillingness to Speak\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eForeign Learning Language Motivation and Attitude\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eWillingness to Speak\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePearson Correlation\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.036\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSig. (2-tailed)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.618\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eN\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eForeign Learning Language Motivation and Attitude\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePearson Correlation\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.036\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSig. (2-tailed)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.618\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eN\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eAs shown in Table-09, there was a positive association (r = -0.036) between willingness to speak and motivation and attitude toward language learning. This indicated that the two variables were positively correlated, with learners' desire to speak increasing as their motivation to learn the language increased. However, this positive association was not very strong.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRelationship of self-Perceived Speaking Ability with Willingness to Speak\u003c/strong\u003e\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003ctable id=\"Tab11\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 10\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eCorrelations\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth colspan=\"2\" align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eWillingness to Speak\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eSelf-Perceived Speaking Ability\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eWillingness to Speak\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePearson Correlation\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.073\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSig. (2-tailed)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.301\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eN\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eSelf-Perceived Speaking Ability\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePearson Correlation\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.073\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSig. (2-tailed)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.301\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eN\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e200\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eTable-10 displayed the correlation between willingness to speak and self-perceived speaking ability. The coefficient of correlation between the two variables were (r\u0026thinsp;=\u0026thinsp;0.073) but this correlation was not significant at 0.05 level of significance. Besides the insignificance, the week but positive correlation suggested that willingness to speak English increased as the self-perceived speaking ability increased and vice-versa.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec34\" class=\"Section3\"\u003e\n\u003ch2\u003e4.1.4 ANOVA\u003c/h2\u003e\n\u003cp\u003eThe degree of difference between learners' willingness to speak in terms of their foreign language learning anxiety, motivation, and self-perceived speaking skill was determined for further analysis. The goal was to see if learners' willingness to speak English in language classrooms differed depending on their foreign language learning anxiety, motivation, and self-perceived speaking ability. For the purpose, analysis of variance (ANOVA) was performed to examine their differences in willingness to speak.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tab12\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 11\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eANOVA\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth colspan=\"6\" align=\"left\"\u003e\n\u003cp\u003eLevels of Willingness to Speak\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSum of Squares\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003edf\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eMean Square\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eF\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSig.\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eBetween Groups\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e11.819\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e5.909\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e24.949\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.000\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eWithin Groups\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e46.661\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e197\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.237\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eTotal\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e58.480\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e199\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003ctable id=\"Tab13\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 12\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eMultiple Comparisons\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth colspan=\"7\" align=\"left\"\u003e\n\u003cp\u003eDependent Variable: Levels of Willingness to Speak\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd colspan=\"7\" align=\"left\"\u003e\n\u003cp\u003eTukey HSD\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e(I) Levels of Foreign Language Learning Anxiety\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e(J) Levels of Foreign Language Learning Anxiety\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eMean Difference (I-J)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eStd. Error\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eSig.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd colspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e95% Confidence Interval\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eLower Bound\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eUpper Bound\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eAnxious\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eFairly Anxious\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.54176\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.07802\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.000\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.7260\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.3575\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eNot Very Anxious\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.57121\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.15506\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.001\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.9374\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.2050\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eFairly Anxious\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAnxious\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.54176\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.07802\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.000\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.3575\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.7260\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eNot Very Anxious\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.02945\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.14669\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.978\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.3759\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.3170\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eNot Very Anxious\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAnxious\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.57121\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.15506\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.001\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.2050\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.9374\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eFairly Anxious\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.02945\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.14669\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.978\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.3170\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.3759\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cem\u003e*. The mean difference is significant at the 0.05 level.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eTable\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e12\u003c/span\u003e shows that, based on their foreign language learning anxiety, willingness to speak differs significantly across three levels (F (2,197)\u0026thinsp;=\u0026thinsp;24.949, p-value\u0026thinsp;\u0026lt;\u0026thinsp;0.05). This meant that the three groups, who were split based on their anxiety of learning a foreign language, differed significantly in their willingness to speak English in language classes. A post hoc test of multiple comparisons was used to identify which of these groups differed from one another. Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e13\u003c/span\u003e summarizes the findings of post hoc analysis. It was discovered that students who evaluated their anxiety levels as anxious and fairly anxious and anxious and not very anxious were considerably different in their willingness to speak. However, there was no significant difference between students who described themselves as fairly anxious and not very anxious.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003ctable id=\"Tab14\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 12\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eANOVA\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth colspan=\"6\" align=\"left\"\u003e\n\u003cp\u003eLevels of Willingness to Speak\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSum of Squares\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003edf\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eMean Square\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eF\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSig.\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eBetween Groups\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e11.819\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e5.909\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e24.949\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.000\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eWithin Groups\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e46.661\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e197\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.237\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eTotal\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e58.480\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e199\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003ctable id=\"Tab15\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 13\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eANOVA\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth colspan=\"6\" align=\"left\"\u003e\n\u003cp\u003eLevels of Willingness to Speak\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSum of Squares\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003edf\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eMean Square\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eF\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSig.\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eBetween Groups\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e8.643\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e4.321\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e17.082\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.000\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eWithin Groups\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e49.837\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e197\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.253\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eTotal\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e58.480\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e199\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003ctable id=\"Tab17\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 14\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eMultiple Comparisons\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth colspan=\"7\" align=\"left\"\u003e\n\u003cp\u003eDependent Variable: Levels of Willingness to Speak\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd colspan=\"7\" align=\"left\"\u003e\n\u003cp\u003eTukey HSD\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e(I) Levels of Foreign Language Learning Motivation and Attitude\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e(J) Levels of Foreign Language Learning Motivation and Attitude\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eMean Difference (I-J)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eStd. Error\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eSig.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd colspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e95% Confidence Interval\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eLower Bound\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eUpper Bound\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eHighly Motivated\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eFairly Motivated\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.47877\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.08216\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.000\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.6728\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.2848\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eNot Very Motivated\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.39325\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.13449\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.011\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.7109\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.0756\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eFairly Motivated\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eHighly Motivated\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.47877\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.08216\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.000\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.2848\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.6728\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eNot Very Motivated\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.08553\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.12366\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.769\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.2065\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.3776\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eNot Very Motivated\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eHighly Motivated\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.39325\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.13449\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.011\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.0756\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.7109\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eFairly Motivated\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.08553\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.12366\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.769\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.3776\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.2065\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cem\u003e*. The mean difference is significant at the 0.05 level.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eTable\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e13\u003c/span\u003e reveals that willingness to speak varied significantly across three levels based on motivation and attitude toward learning a foreign language (F(2,197)\u0026thinsp;=\u0026thinsp;17.082, p-value\u0026thinsp;\u0026lt;\u0026thinsp;0.05). As a result, the three groups, which were divided based on their motivation to learn a foreign language, differed greatly in their willingness to speak English in language classes. To determine which of these groups varied from one another, a post hoc test of multiple comparisons was utilized. The results of the post hoc analysis are summarized in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e14\u003c/span\u003e. Students who rated their motivation as highly motivated and fairly motivated, as well as highly motivated and not very driven, had significantly different levels of willingness to speak. There was no discernible difference between students who identified themselves as fairly motivated and those who regarded themselves as not very motivated.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tab19\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 15\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eANOVA\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth colspan=\"6\" align=\"left\"\u003e\n\u003cp\u003eLevels of Willingness to Speak\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSum of Squares\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003edf\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eMean Square\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eF\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSig.\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eBetween Groups\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e2.727\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.909\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e3.196\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.025\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eWithin Groups\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e55.753\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e196\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.284\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eTotal\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e58.480\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e199\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003ctable id=\"Tab20\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 16\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eMultiple Comparisons\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth colspan=\"7\" align=\"left\"\u003e\n\u003cp\u003eDependent Variable: Levels of Willingness to Speak\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd colspan=\"7\" align=\"left\"\u003e\n\u003cp\u003eTukey HSD\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e(I) Self-perceived Speaking Ability\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e(J) Self-perceived Speaking Ability\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eMean Difference (I-J)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eStd. Error\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eSig.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd colspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e95% Confidence Interval\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eLower Bound\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eUpper Bound\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eVery high proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eHigh proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.14667\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.12794\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.661\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.4782\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.1849\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAverage proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.26889\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.12058\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.119\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.5813\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.0435\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eLow proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.40857\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.14676\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.030\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.7888\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.0283\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eHigh proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eVery high proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.14667\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.12794\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.661\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.1849\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.4782\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAverage proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.12222\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.09028\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.530\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.3562\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.1117\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eLow proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.26190\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.12308\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.148\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.5808\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.0570\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eAverage proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eVery high proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.26889\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.12058\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.119\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.0435\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.5813\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eHigh proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.12222\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.09028\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.530\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.1117\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.3562\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eLow proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.13968\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.11541\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.621\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.4387\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.1594\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eLow proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eVery high proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.40857\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.14676\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.030\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.0283\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.7888\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eHigh proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.26190\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.12308\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.148\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.0570\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.5808\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAverage proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.13968\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.11541\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.621\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.1594\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e.4387\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cem\u003e*. The mean difference is significant at the 0.05 level.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eTable\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e15\u003c/span\u003e reveals that willingness to speak varied significantly across three levels based on self-perceived speaking ability (F (2,197)\u0026thinsp;=\u0026thinsp;3.196, p-value\u0026thinsp;\u0026lt;\u0026thinsp;0.05). As a result, the three groups, which were divided based on their self-perceived speaking ability, differed greatly in their willingness to speak English in language classes. To determine which of these groups varied from one another, a post hoc test of multiple comparisons was utilized. The results of the post hoc analysis are summarized in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e16\u003c/span\u003e. Students who rated their speaking ability as very high proficiency and low proficiency had significantly different levels of willingness to speak. There was no discernible difference in speaking ability of the students who identified themselves as very high proficient and high proficient, very high proficient and average proficient and average proficient and low proficient.\u003c/p\u003e\n\u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec35\" class=\"Section2\"\u003e\n\u003ch2\u003e4.2 Conclusion\u003c/h2\u003e\n\u003cp\u003eIn this section, the researcher synthesizes the findings from the previous section and, using data analysis, determines the answers to the research questions posed previously.\u003c/p\u003e\n\u003cdiv id=\"Sec36\" class=\"Section3\"\u003e\n\u003ch2\u003e4.2.1 Research Question One\u003c/h2\u003e\n\u003cp\u003eThe first research question of the study sought the effect of willingness to speak on language learning anxiety. Most of the students who took part in this study described that they were fairly anxious (Table-6) in foreign language learning classroom. Discussing the relationship (Table-9) between willingness to speak and anxiety level it was found that there exist a negative correlation between two variables. It can be described as student\u0026rsquo;s will to speak in classroom decreased as anxiety level increased. However, this correlation was week and insignificant. This relation was explored further by using the tool of ANOVA (Table-12). Result of ANOVA suggested that there was a significant difference between the levels of willingness to speak and levels of anxiety. Exploring more the result of ANOVA, a post hoc test (Table-13) was applied to discover the significance of each level of both variables. Students who rated their anxiety levels as anxious and fairly anxious, anxious and not very anxious were shown to have significantly varying degrees of desire to speak. However, there was no discernible difference between students who rated themselves as fairly anxious and those who described themselves as not very anxious.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec37\" class=\"Section3\"\u003e\n\u003ch2\u003e4.2.2 Research Question Two\u003c/h2\u003e\n\u003cp\u003eThe study's second research question looked into the impact of willingness to speak on motivation and attitude toward language learning. In the foreign language learning classroom, the majority of the students who took part in this study described themselves as fairly motivated (Table-7). When looking at the relationship (Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e10\u003c/span\u003e) between willingness to speak and motivation level, it was discovered that the two variables have a positive correlation. The willingness of students to speak in class grew as their motivation level increased. This association, however, was weak and negligible. Using the ANOVA tool, this relationship was investigated further (Table-14). According to the results of the ANOVA, there was a significant difference between levels of willingness to speak and levels of motivation and attitude toward learning a foreign language. To further investigate the ANOVA results, a post hoc test (Table-15) was used to determine the significance of each level of both variables. Students with high motivation and fairly motivation, as well as high motivation and not very motivation, exhibited significantly varied levels of willingness to speak. There was no noticeable difference between students who said they were slightly motivated and those who said they were not very motivated.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec38\" class=\"Section3\"\u003e\n\u003ch2\u003e4.2.3 Research Question Three\u003c/h2\u003e\n\u003cp\u003eThe study's third research question looked into the impact of speaking willingness on self-perceived speaking ability. The majority of the students who took part in this study described themselves as having a medium degree of speaking ability in the foreign language classroom (Table-8). When the relationship between willingness to speak and level of speaking ability was examined (Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e11\u003c/span\u003e), it was observed that the two variables have a positive correlation. Students' desire to speak in class increased as their self-perceived speaking abilities improved. However, this relationship was weak and inconsequential. This association was studied further using the ANOVA tool (Table-16). There was a significant difference between levels of willingness to speak and levels of self-perceived speaking ability, according to the ANOVA results. A post hoc test (Table-17) was employed to examine the significance of each level of both variables to further investigate the ANOVA results. Students' willingness to speak differed significantly between those who rated their speaking abilities as very high proficiency and those who rated it as low proficiency. The students who classified themselves as very high proficient and high proficient, very high proficient and average proficient, and average proficient and low proficient had no noticeable difference in speaking ability\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003ctable id=\"Tab24\" style=\"width: 767.107px;\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 17\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003e\u003cem\u003eMultiple Comparisons\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth style=\"width: 720.107px;\" colspan=\"7\" align=\"left\"\u003e\n\u003cp\u003eDependent Variable: Levels of Willingness to Speak\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd style=\"width: 720.107px;\" colspan=\"7\" align=\"left\"\u003e\n\u003cp\u003eTukey HSD\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd style=\"width: 190px;\" rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e(I) Self-perceived Speaking Ability\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 190px;\" rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e(J) Self-perceived Speaking Ability\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 117px;\" rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eMean Difference (I-J)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 54px;\" rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eStd. Error\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 24px;\" rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eSig.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 142px;\" colspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e95% Confidence Interval\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003eLower Bound\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003eUpper Bound\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd style=\"width: 190px;\" rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eVery high proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 190px;\" align=\"left\"\u003e\n\u003cp\u003eHigh proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 117px;\" align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.14667\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 54px;\" align=\"left\"\u003e\n\u003cp\u003e.12794\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 24px;\" align=\"left\"\u003e\n\u003cp\u003e.661\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.4782\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e.1849\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd style=\"width: 190px;\" align=\"left\"\u003e\n\u003cp\u003eAverage proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 117px;\" align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.26889\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 54px;\" align=\"left\"\u003e\n\u003cp\u003e.12058\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 24px;\" align=\"left\"\u003e\n\u003cp\u003e.119\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.5813\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e.0435\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd style=\"width: 190px;\" align=\"left\"\u003e\n\u003cp\u003eLow proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 117px;\" align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.40857\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 54px;\" align=\"left\"\u003e\n\u003cp\u003e.14676\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 24px;\" align=\"left\"\u003e\n\u003cp\u003e.030\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.7888\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.0283\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd style=\"width: 190px;\" rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eHigh proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 190px;\" align=\"left\"\u003e\n\u003cp\u003eVery high proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 117px;\" align=\"left\"\u003e\n\u003cp\u003e.14667\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 54px;\" align=\"left\"\u003e\n\u003cp\u003e.12794\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 24px;\" align=\"left\"\u003e\n\u003cp\u003e.661\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.1849\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e.4782\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd style=\"width: 190px;\" align=\"left\"\u003e\n\u003cp\u003eAverage proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 117px;\" align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.12222\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 54px;\" align=\"left\"\u003e\n\u003cp\u003e.09028\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 24px;\" align=\"left\"\u003e\n\u003cp\u003e.530\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.3562\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e.1117\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd style=\"width: 190px;\" align=\"left\"\u003e\n\u003cp\u003eLow proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 117px;\" align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.26190\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 54px;\" align=\"left\"\u003e\n\u003cp\u003e.12308\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 24px;\" align=\"left\"\u003e\n\u003cp\u003e.148\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.5808\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e.0570\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd style=\"width: 190px;\" rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eAverage proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 190px;\" align=\"left\"\u003e\n\u003cp\u003eVery high proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 117px;\" align=\"left\"\u003e\n\u003cp\u003e.26889\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 54px;\" align=\"left\"\u003e\n\u003cp\u003e.12058\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 24px;\" align=\"left\"\u003e\n\u003cp\u003e.119\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.0435\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e.5813\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd style=\"width: 190px;\" align=\"left\"\u003e\n\u003cp\u003eHigh proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 117px;\" align=\"left\"\u003e\n\u003cp\u003e.12222\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 54px;\" align=\"left\"\u003e\n\u003cp\u003e.09028\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 24px;\" align=\"left\"\u003e\n\u003cp\u003e.530\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.1117\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e.3562\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd style=\"width: 190px;\" align=\"left\"\u003e\n\u003cp\u003eLow proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 117px;\" align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.13968\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 54px;\" align=\"left\"\u003e\n\u003cp\u003e.11541\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 24px;\" align=\"left\"\u003e\n\u003cp\u003e.621\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.4387\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e.1594\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd style=\"width: 190px;\" rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eLow proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 190px;\" align=\"left\"\u003e\n\u003cp\u003eVery high proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 117px;\" align=\"left\"\u003e\n\u003cp\u003e.40857\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 54px;\" align=\"left\"\u003e\n\u003cp\u003e.14676\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 24px;\" align=\"left\"\u003e\n\u003cp\u003e.030\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e.0283\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e.7888\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd style=\"width: 190px;\" align=\"left\"\u003e\n\u003cp\u003eHigh proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 117px;\" align=\"left\"\u003e\n\u003cp\u003e.26190\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 54px;\" align=\"left\"\u003e\n\u003cp\u003e.12308\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 24px;\" align=\"left\"\u003e\n\u003cp\u003e.148\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.0570\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e.5808\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd style=\"width: 190px;\" align=\"left\"\u003e\n\u003cp\u003eAverage proficiency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 117px;\" align=\"left\"\u003e\n\u003cp\u003e.13968\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 54px;\" align=\"left\"\u003e\n\u003cp\u003e.11541\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 24px;\" align=\"left\"\u003e\n\u003cp\u003e.621\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e\u0026minus;\u0026thinsp;.1594\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd style=\"width: 71px;\" align=\"left\"\u003e\n\u003cp\u003e.4387\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003ctfoot\u003e\n\u003ctr\u003e\n\u003ctd style=\"width: 720.107px;\" colspan=\"7\"\u003e\u003cem\u003e*. The mean difference is significant at the 0.05 level.\u003c/em\u003e\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tfoot\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003c/div\u003e\n\u003c/div\u003e"},{"header":"5. Implications of the Study","content":"\u003cp\u003eThe study has the following important implications for different stakeholders:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eThe study has found that Pakistan ESL undergraduate students\u0026rsquo; foreign language learning anxiety has a negative effect while language learning motivation has a positive effect on their willingness to speak in their ESL classrooms. Teachers need to create a positive learning environment and adopt a learner-centered approach in the classroom in order to decrease their language learning anxiety and increase their language learning motivation.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eTask-based teaching approach with praise and incentives could be useful in developing ESL students\u0026rsquo; motivation to learn a foreign/second language.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eThe study has found that Pakistani ESL students rate their ESL speaking ability to be average which implies that there is a need to focus on developing ESL speaking skills of the students in the language classroom. Teachers need to allocate time and activities for developing students\u0026rsquo; ESL speaking skills in the classroom.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eCurriculum designers need to make ESL speaking an important part of language curriculum and assessment. ESL speaking should be made part of the assessment, so that students seriously focus on developing their ESL speaking skills.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e"},{"header":"6. Limitations of the Study","content":"\u003cp\u003eThe study has the following limitations:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eThe data for the study was collected from undergraduate students only.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eThe data for the study was conducted from students of Gilgit-Baltistan area of Pakistan only.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eThe researcher could only collect data from 200 participants only due to the time constraint. The speaking ability of the participants was measured through a self-rated scale, rather than a speaking test.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eOnly quantitative tools were employed to study the emotional facets of second language learning in the classroom.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e"},{"header":"7. Recommendations for Future Research","content":"\u003cp\u003eThe recommendations for future research are given below:\u003c/p\u003e\u003cp\u003eThe relationship of other important variables, such as ESL attitude, self-efficacy and learner mindset, with willingness to communicate in ESL can be explored in future research.\u003c/p\u003e\u003cp\u003eThe willingness to communicate in ESL, language learning anxiety and language learning motivation could be explored through a qualitative study.\u003c/p\u003e\u003cp\u003eThe present study was limited to Gilgit-Baltistan area of Pakistan, so future research can employ a larger sample from other provinces of Pakistan to investigate willingness to communicate in ESL learners.\u003c/p\u003e\u003cp\u003eThis study can also be done with school and college level students in future.\u003c/p\u003e"},{"header":"8. Conclusion","content":"\u003cp\u003eThe goals of the study was to explore the effects of willingness to communicate on language learning anxiety, motivation and self-perceived speaking ability among Gilgiti ESL university level students. The findings of the study established that there is a significant impact of the variables have found, such as there was a significant difference between the level of willingness to speak and level of anxiety. It was discovered that the two variables have a positive correlation. The willingness of students to speak in classroom grew as their motivation level increased. According to the results of the ANOVA, there was a significant difference between level of willingness to speak and level of motivation and attitude toward learning a foreign language. The study is quantitative in its nature and can be investigated through qualitative research method as well.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch3\u003e\u003cstrong\u003eAuthor Contributions\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003e\u003cstrong\u003eCorresponding author:\u003c/strong\u003e Muhammad Zaman. He was involved in the conceptualization and methodological structure of the study, literature review, data analysis, interpretation of results, discussion, writing, original draft, writing, review and editing, and acquisition of research resources.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMuhammad Younus\u003c/strong\u003e contributed to the study design, supervision, and validation of data analysis, interpretation of results, and writing, review and editing of the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHafiz Imran Nawaz\u003c/strong\u003e was involved in data collection, data coding, statistical analysis, interpretation of findings.\u003c/p\u003e\n\u003cp\u003eAll authors contributed to revising the manuscript and approved the final version to be published.\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eThis research received no any kinds of funding.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests \u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003eEthical Approval Statement\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eEthical approval for this research was obtained from the Research Ethics Committee of the Department of English, Iqra University, Karachi, Pakistan (Approval ID: IU-REC/2025/014; Approval Date: March 10, 2025). All research procedures involving human participants were conducted in accordance with the ethical standards of the institutional research committee and the Declaration of Helsinki and its subsequent amendments. Participants were fully informed about the study\u0026rsquo;s objectives, procedures, and their right to withdraw at any time without penalty.The approval covered the administration of voluntary surveys and interviews with tertiary-level students to collect data on their learning experiences and language-related perceptions. The study involved no experimental intervention and posed no potential physical, psychological, or social risk to participants.\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003eInformed Consent Statement\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eInformed consent was obtained from all participants prior to their inclusion in the study. Participants were fully informed about the purpose, nature, and procedures of the research, as well as their right to withdraw at any time without penalty. Written consent forms were distributed and signed by participants in March 2025 at Iqra University, Karachi, Pakistan, before data collection commenced. Since the study involved voluntary survey responses and did not include any experimental procedures or sensitive personal information, no potential risk was posed to participants.\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003eConflict of Interest\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eThe authors declare no conflict of interest. The research was conducted independently, and no external influence affected the study design, data collection, analysis, or interpretation of results.\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eI would like to express my sincere gratitude to the participating universities and students of Gilgit-Baltistan for their valuable cooperation and time, without which this research would not have been possible. I am also deeply thankful to the Department of English, Iqra University, Karachi, for their continuous academic guidance and administrative support throughout the course of this study. This research paper forms a part of my Master of Philosophy (MPhil) degree in English and would not have been possible without the guidance, encouragement, and support of all those mentioned above.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAdditional Information \u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author declares that there is no conflict of interest regarding the publication of this thesis titled \u003cem\u003e\u0026ldquo;The Willingness to Communicate, Language Learning Anxiety and Motivation, among Pakistani ESL Undergraduate Students.\u0026rdquo;\u003c/em\u003e All the research activities were conducted independently, without any financial, personal, or professional relationships that could have influenced the study\u0026rsquo;s outcomes\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAbbas F, Iqbal Z (2018) The role of English in shaping Pakistani educational discourse. 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System 82:1\u0026ndash;13. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.system.2019.02.012\u003c/span\u003e\u003cspan address=\"10.1016/j.system.2019.02.012\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"ESL Learners, Willingness to Communicate, Foreign Language Anxiety, Motivation, Self-Speaking Ability, Gilgit, Pakistan","lastPublishedDoi":"10.21203/rs.3.rs-7932499/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7932499/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study attempts to investigate the relationship of willingness to communicate with language learning motivation and self-perceived speaking ability among Pakistani ESL undergraduate Students in Gilgit-Baltistan region. The data were collected from 200 undergraduate students using convenience sampling methods from public and sector universities in Gilgit-Baltistan using a survey questionnaire. The data were analyzed through descriptive statistics and correlation analysis. The results of the study revealed that Pakistani ESL students have moderate level of willingness of communication, language learning motivation and foreign language learning anxiety. A negative correlation was found between students\u0026rsquo; willingness to speak and their levels of foreign language learning anxiety, as their willingness to communicate decreased when the foreign language learning anxiety increased. However, a positive correlation between willingness to communicate and language learning motivation was established, as an increase in motivation resulted in an increase in willingness to communicate in the ESL classroom. The findings have important implications for ESL teachers, curriculum designers and material developers in the second or foreign language teaching context.\u003c/p\u003e","manuscriptTitle":"Exploring the Interplay of Willingness to Communicate and Motivation among Pakistani ESL Undergraduate Students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-12-05 16:45:44","doi":"10.21203/rs.3.rs-7932499/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"b5f10d9c-e2f3-4abe-8e2d-54ea51ea2b29","owner":[],"postedDate":"December 5th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":59065413,"name":"Social science/Education"},{"id":59065414,"name":"Humanities/Language and linguistics"},{"id":59065415,"name":"Social science/Language and linguistics"},{"id":59065416,"name":"Biological sciences/Psychology"},{"id":59065417,"name":"Social science/Psychology"}],"tags":[],"updatedAt":"2026-03-31T19:24:51+00:00","versionOfRecord":[],"versionCreatedAt":"2025-12-05 16:45:44","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7932499","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7932499","identity":"rs-7932499","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}