The Connection between Willingness to Communicate and Academic Performance

Abstract

This research explores the potential connection between willingness to communicate (WTC) and academic performance in English among international students studying in Australia. It is motivated by the recognition that learners who actively seek opportunities for communication in a second language often achieve improved language learning outcomes. The study hypothesizes that higher levels of individual WTC may be associated with enhanced language proficiency. However, the influence of additional factors, including variations in students’ home countries and academic majors, necessitates a comprehensive understanding of this intricate relationship. The study employs a quantitative research design, utilizing data collected from a sample of international students studying in Australian higher education institutions. Measures of WTC and academic performance in English are obtained through self-report instruments. Statistical analyses, including correlation and regression analyses, are employed to examine the link between WTC and academic accomplishment. The findings of the study reveal a significant positive correlation between WTC and academic performance in English, indicating that students with higher levels of WTC tend to exhibit better language proficiency. Furthermore, WTC is found to be a major predictor of academic performance, suggesting its potential as a valuable indicator of language learning outcomes. The study also identifies variations in WTC scores among students from different home countries and academic majors, highlighting the influence of these factors on students’ communication behavior.