THE IMPACT OF CLASSROOM ATMOSPHERE ON STUDENTS' WILLINGNESS TO SPEAK ENGLISH
Keywords:
willingness to communicate, classroom atmosphere, foreign language anxiety, speaking skills, English language teachingAbstract
This article examines the influence of classroom atmosphere on the willingness of students to communicate in English as a foreign language. Drawing upon established theories in applied linguistics, educational psychology, and second language acquisition, the study explores how psychological, social, and pedagogical factors within the learning environment shape learners' readiness to engage in oral production. The findings suggest that a supportive, low anxiety classroom climate significantly enhances students' willingness to speak, whereas authoritarian, highly corrective, or competitive environments tend to suppress oral participation. The article concludes with pedagogical recommendations for fostering communicative confidence among English language learners.
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