SPEAK UP! HOW ATTITUDES, MOTIVATION, AND BELIEFS SHAPE EFL LEARNERS’ WILLINGNESS TO COMMUNICATE

Abstract

This study investigates the influence of learners’ attitudes, motivation, and beliefs on their Willingness to Communicate (WTC) in an English as a Foreign Language (EFL) classroom. The cross-sectional study involved 85 students in a state senior high school in Purbalingga, Indonesia. The analysis indicates that attitudes, motivation, and beliefs collectively account for 34.3% of the variance in WTC (R2 = 0.343). Attitude emerges as the strongest predictor (β = 0.570, p < 0.05), while motivation and beliefs show negligible effects. The significance of the model (p < 0.05) confirms the combined influence of these variables on communication behaviours. These findings suggest that fostering positive attitudes toward language learning is essential for enhancing students’ willingness to engage in communication. Based on these results, the study highlights the need for pedagogical strategies that promote confidence, reduce communication anxiety, and create a supportive classroom environment.