EFL Teachers’ Behavior: Effects on Iranian Intermediate EFL Learners’ Willingness to Communicate in English

This study examined the effects of EFL teacherschr('۳۹') behavior on intermediate L۲ learners’ WTC in English. To this end, a proficiency test was administered to ۱۵۰ female learners, and ۹۸ intermediate learners aged ۱۶ to ۲۶ were recruited as the participants. Subsequently, a WTC questionnaire was distributed among them to measure their level of WTC. Moreover, interviews were carried out with ۳۰ volunteers who agreed to participate in this phase of the study. The results of the analysis of the WTC questionnaire showed that the WTC level of the learners could be rated as above-average. Besides, the results of the interviews revealed that different kinds of teachers’ behavior affected learners’ WTC both positively and negatively: teachers’ sense of humor and rapport could positively affect learners’ WTC; on the other hand, teachers’ methods of error correction while learners’ speaking and teachers’ lack of support could negatively affect learners’ WTC. Additionally, according to learners’ perspectives, there were a number of ways through which a language teacher could increase the learners’ WTC in English such as encouraging learners to read extra-curricular topics and highlighting learners’ strengths instead of their weaknesses. Several implications were proffered at the end of the study to heighten the awareness of L۲ teachers, teacher-trainers, and language institute managers regarding the issue under investigation.

Keywords:

Teachers' Behavior , EFL Learners , Willingness to Communicate (WTC) , teachers’ behavior , EFL learners , willingness to communicate (WTC)