A research Article on WTC

1. 3rd Conference on New Trends in English Language
Teaching and Testing (NTELTIRAN), Sep 05, 2018
Investigating the Relationship between Iranian EFL Learners’
Learning Styles and their Willingness to Communicate in EFL
Classrooms
Elaheh Faramarzi
Safir Language Academy
www.NTELTIR.COM
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2. In the context of globalization and the increasing importance of
multilingualism, language acquisition has become essential for
various opportunities and cross-cultural interactions (Li & Chen,
2022; Pourfannan, et al., 2022). The field of language pedagogy has
evolved, shifting from an initial emphasis on teachers' instructional
methods to a broader understanding of factors influencing language
learning (Smith, 2021; Brown, 2001). Individual differences among
language learners, including motivation, anxiety, learning strategies,
age, personality, aptitude, learning style, and first language, play a
crucial role in second language acquisition (Sun and Nam, 2023).
Learning styles, such as visual, auditory, kinesthetic, tactile, and
social preferences, significantly impact how learners perceive and
engage with the learning environment (Felder & Silverman, 1988).
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Introduction

3. Language learners often pursue diverse pragmatic, social,
and personal goals, influencing their willingness to
communicate (WTC) in a second language (Dörnyei and
Ushioda, 2021; MacIntyre et al., 2002; Peng and Woodrow,
2018). Studies indicate that higher levels of WTC correlate
with increased language competency and motivation,
highlighting its importance in language education
(MacIntyre & Wang, 2021; Mulyono & Saskia, 2020; Zhou,
2023). Recognizing the variability in learners' WTC, the
study aims to explore the potential link between
communication readiness and preferred learning methods
among foreign language students.
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Introduction

4. The primary goal of language teaching methods is to
facilitate language learners in acquiring sufficient
knowledge of the target language, with learning styles
influencing how learners approach new information
(Ghonsooly et al., 2012; Brown, 2007). Ignoring learners'
learning styles can impede progress in L2 studies,
emphasizing the importance of awareness among both
teachers and learners to support the learning process
effectively (Oxford, 1992). While achieving L2
proficiency is a common objective, the ability to use the
language in communication is often the ultimate goal for
learners (MacIntyre et al., 1998).
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Statement of the Problem

5. However, some learners, despite acquiring grammar and
vocabulary knowledge, may struggle to overcome reluctance in
using the L2, influenced by factors such as anxiety (MacIntyre,
1994). This study addresses the critical variables of learning
style preferences and willingness to communicate (WTC) in
English, aiming to explore their potential relationship among
Iranian EFL learners. Given the limited attention to this
relationship, the study also seeks to describe the prevalent
learning styles of Iranian EFL learners. Additionally,
considering the diversity in language proficiency levels, the
research investigates potential differences in learning style
preferences and WTC levels across varying language
proficiency levels.
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Statement of the Problem

6. This study holds significance in three main aspects. Firstly, it
emphasizes the crucial role of language learners' learning styles,
recognizing them as imperative factors contributing to individual
differences. As language pedagogy evolves to focus on learner
diversity, understanding preferences in learning styles gains
importance, as learners and teachers' unawareness can hinder
progress in language acquisition (Richards & Rodgers, 2001;
Oxford, 1992). Secondly, the study addresses the challenging
issue of learners' willingness to use the L2, a key achievement in
language education. Proficiency, accuracy, and willingness to use
the target language in all language skills are crucial goals, and the
study centers on Iranian EFL learners' willingness to
communicate in English classes (MacIntyre et al., 1998).
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Significance of the Study

7. Thirdly, the research explores the potential relationship
between Iranian EFL learners' learning style preferences
and their willingness to communicate in the classroom,
an aspect that has received insufficient attention in the
Iranian context. Lastly, the study delves into differences
in learning style preferences and willingness to
communicate across various levels of language
proficiency among Iranian EFL learners, an area with
limited exploration in the existing literature.
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Significance of the Study

8. Foreign/second language (L2) teaching and learning has
undergone many variations and revisions over time. In old
days, the focus of language education was merely learning
and mastering the target language structures while no
considerate attention was given to communication in the
target language. Unlike past, nowadays, the field of
language teaching and learning has focused on the
learners, their characteristics, and target language use in
different forms of communication. In other words, the
focus has shifted from the target language structures to
learner’s differences when it comes to participating in the
target language communication.
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Review of the Related Literature

9. Concerning learners’ differences and characteristics, a
large number of factors have been identified to leave an
impact on learning a second or foreign language. From
among all those factors we can refer to different ways a
language learner perceives and processes the knowledge
presented to. These ways are known as learning styles.
According to Fleming as cited in Kamal (2021), most
learners have a dominant or preferred learning style
which should be detected by their teachers. These
learning styles are visual, auditory, kinesthetic, tactile,
group, and individual learning styles.
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Review of the Related Literature

10. Moreover, generally, learning and mastering a second or
foreign language is not the ultimate objective of
language learners (MacIntyre et al., 1998). One of the
most widespread objectives of language institutes and
teachers is to make language learners more willing to
communicate in the target language and improve better
communication and understanding among learners
coming from different languages and cultural
backgrounds (Yashima, et. al, 2002). Therefore,
learners’ WTC is another important factor which should
be given sufficient consideration in the field of language
pedagogy.
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Review of the Related Literature

11. The study has three main objectives. Firstly, it aims to identify the
most preferred learning styles among Iranian EFL learners, with
the intention of facilitating language learners in achieving their
goal of mastering a foreign or second language. Secondly, the
research delves into the issue of learners' willingness to
communicate (WTC) in the target language, recognizing the
impact of factors such as anxiety on this aspect of language
learning. The study seeks to explore the potential relationship
between Iranian EFL learners' learning style preferences and their
WTC within the classroom setting. Lastly, the research addresses
the variations that may arise in learning style preferences and
WTC among Iranian EFL learners across different levels of
language proficiency, acknowledging the diverse impact of
language proficiency on these aspects of language learning.
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Purpose of the Study

12. 1. What is the most preferable learning style of
Iranian EFL learners?
2. Is there any statistically significant relationship
between Iranian EFL learners’ willingness to
communicate inside the classroom and their
learning style?
3. Is there any statistically significant difference
between Iranian EFL learners’ willingness to
communicate inside the classroom and their
learning style across different levels of language
proficiency?
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Research Questions and Null Hypothesis

13. The second and third research questions could be
stated as the following null hypotheses:
2. There is no statistically significant relationship
between Iranian EFL learners’ willingness to
communicate inside the classroom and their
learning style preferences.
3. There is no statistically significant difference
between Iranian EFL learners’ willingness to
communicate inside the classroom and their
learning style preferences across different levels of
language proficiency
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Research Questions and Null Hypothesis

14. The Study (Methodology)
Participants
A total number of 175 male and female (71 male and 104
female) EFL learners from the language institute affiliated to
the University of Tehran were initially asked to participate in
the present study.
According to the institute’s placement test given to learners
upon their arrival at the institute and the achievement tests
which learners took at the end of the previous terms, the
participants were classified into three groups of elementary,
intermediate, and advanced learners of English.
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15. The Study (Methodology)
Participants
The participants were all studying Top Notch series which is
the teaching material of the institute.
They were mostly university students majoring in different
fields of study and their ages ranged from 20 to 45.
In the data collection procedure, the participants were
provided with two questionnaires of the Willingness to
Communicate questionnaire developed by MacIntyre et al.
(2001) and the Perceptual Learning Style Preference
Questionnaire (PLSPQ) developed by Reid (1987).
25 participants did not fully complete the questionnaires so
they were excluded from the study and data analysis.
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16. The Findings
To answer the first research question, we can see according to Table 1, that
Kinesthetics is by far the most preferrable learning style among Iranian EFL
learners with a mean of 72.05.
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Table 1 – The Most Preferrable Learning Styles of Iranian EFL Learners

17. The Findings
According to the correlation values shown in table 2., visual learning style is most strongly
correlated with writing (r = .37), and least of all comprehension (r = .28). Tactile learning style
is mostly correlated with reading (r = .29), and speaking (r = .25) in the least amount. Auditory
learning style has the strongest relationship with comprehension (r = .39), and lastly speaking (r
= .26). Group learning style is more correlated with writing (r = .23) than it is with
comprehension (r = .20). Kinesthetic learning style is more correlated with comprehension (r =
.39), and least reading (r = .22). Individual learning style is more correlated with
comprehension (r = .32) than other components of WTC, and the least is writing (r = .20).
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Table 2 – WTC and Learning Styles Correlation

18. The Findings
Furthermore, it was revealed that while Iranian EFL learners’
learning styles are not significantly different across different levels
of language proficiency, there is a significant difference in their
levels of willingness to communicate in the classroom
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Table 3 – Learning Style Preferences
across Different Levels of Language
Proficiency

19. The Findings
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Table 4. One-way ANOVA: Comparing Learners’Willingness to Communicate in
English across Levels of Language Proficiency

20. The Findings
According to the results of the post-hoc Scheffe test shown in
table 4, since the significance values of elementary and
intermediate and also elementary and advanced learners in the
speaking section are lower than 0.05, therefore, there is a
statistically significant difference between elementary and
intermediate and also elementary and advanced learners
regarding their willingness to speak in English classes.
Moreover, since the significance value of elementary and
intermediate learners in comprehension section is also lower than
0.05, it can be stated that there is a statistically significant
difference between elementary and intermediate Iranian EFL
learners regarding their levels of comprehension willingness.
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21. Discussion
The current study investigated learners' learning style preferences and their
Willingness to Communicate (WTC) levels in English classes, focusing on three
research questions. First, it explored the most preferable learning style among
Iranian EFL learners, revealing that kinesthetic learning style topped the
preferences, followed by group, visual, auditory, tactile, and individual styles.
The second question delved into the relationship between Iranian EFL learners'
WTC and their learning style preferences. The findings indicated a positive,
albeit low, correlation between WTC levels and various learning styles across
speaking, reading, writing, and comprehension skills. Notably, group learning
style showed a positive relationship with writing and comprehension. The third
question examined potential differences in WTC and learning style preferences
across different levels of language proficiency. While no significant differences
were found in learning style preferences, disparities emerged in WTC levels for
speaking and comprehension, with advanced and intermediate learners
displaying greater willingness compared to elementary learners. Overall, the
study sheds light on the intricate dynamics between learning styles, WTC, and
language proficiency among Iranian EFL learners.
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22. Conclusion
In recent years, the focus in language education has shifted from
teaching methodologies to understanding language learners and
their differences. Numerous studies, such as those by Kafipour,
Yazdi, Shokrpour, Nematipour, Jowkar, and Baghban, have
explored factors contributing to individual differences among
language learners, including age, sex, language proficiency,
personality type, educational background, learning strategy,
learning style, and willingness to communicate (WTC). The
modern pedagogy emphasizes learners' authentic communication,
recognizing that individual differences in communication
tendencies significantly influence language-learning outcomes.
MacIntyre et al.'s model introduces the concept of WTC,
influenced by enduring variables like personality. However, the
relationship between learners' WTC and their learning styles has
been underexplored in the literature.
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23. Implications And Suggestions For Future Research
This study attempted to focused on the significance of learners’
WTC and their learning style preferences as two crucial factors
resulting in individual differences in the process of language
learning. However, this study encountered some limitations
similar to previous studies in this field.
One of those limitations was dealing with EFL learners’ WTC
inside the classroom and overlooking learners’ WTC outside the
classroom. Further studies can investigate the impact of learning
style or other variable on learners’ WTC outside the classroom.
Moreover, since age and gender were two overlooked factors in
this study, other studies can possibly explore the impact of these
two variables on EFL learners’ learning style preferences and
their WTC levels inside and outside the classroom.
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24. Implications And Suggestions For Future Research
Furthermore, due to time limitations, the participants’ levels
of proficiency were determined on the bases of the
institute’s placement tests and also achievement tests taken
at the end of the term by learners. Therefore, other studies
can determine the participants’ levels of proficiency by
standardized tests available to have a more exact description
of the participant’s language proficiency.
This study also focused on language proficiency as one
variable but other studies can find the relationship between
learners’ WTC levels or their learning style preferences and
grammar, vocabulary, and pragmatic knowledge.
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25. Acknowledgements
I would like to express my deepest gratitude to Safir
English Language Academy, my husband, and all my
colleagues who helped me conduct this study.
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26. Thank you!
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