Relationship between Willingness to Communicate (WTC) and Writing Ability among Afghanistan EFL Learners

Khayber Najafi; Ajmal Shahim; Mawluddin Noori

doi:10.55544/ijrah.4.1.10

Authors

Khayber Najafi Senior Assistant Professor, Lecturer of English Department, Faculty of Literature and Humanities, Faryab University, AFGHANISTAN.
Ajmal Shahim Senior Assistant Professor, Lecturer of English Department, Faculty of Literature and Humanities, Faryab University, AFGHANISTAN.
Mawluddin Noori Assistant Professor, Lecturer of English Department, Faculty of Literature and Humanities, Faryab University, AFGHANISTAN.

DOI:

https://doi.org/10.55544/ijrah.4.1.10

Keywords:

Willingness to communicate (WTC), Writing Ability, EFL students, intermediate level

Abstract

The notion of willingness to communicate (WTC) is a state of readiness to speak freely, without fear at a particular time with a specific person or group of people using a foreign language. Writing ability is, therefore, defined as the ability to initiate and evolve ideas and then use certain revising and editing practices to develop them to maturity in a given context. This study aimed to investigate the relationship between Afghanistan EFL learners’ WTC and their writing ability. To perform this, 25 male learners who studied in senior English language class were selected to participate in this study. At the beginning of the research, they were asked to complete the Willingness to communicate questionnaire. Having answered the questionnaire, the participants were supposed to write a 200-word essay on a topic to show the learners’ writing ability. In the end, in order to explore the relationship between WTC and writing ability of the EFL learners, a descriptive correlational design used to achieve its objectives. The study used a descriptive correlational design to achieve its objectives. The results of the present study indicated that there was a positive significant relationship between the participants’ WTC and their writing ability.

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