The Impact of Educational Satisfaction on the willingness to communicate in English: Iranian EFL Teacher Trainees’ Perspectives

Today, the quality of EFL teacher graduates has become increasingly significant worldwide. Yet, there continues to be doubts whether EFL teacher education programs train educationally developed teachers to meet the challenges of their initial years of teaching. The purpose of this study is to examine the impact of the educational satisfaction on the willingness to communicate in English of Iranian EFL pre-service teachers. Data were gathered through administering semi- structured interviews with seventeen EFL teacher trainees (۱۲ females and ۵ males) studying at Farhangian University, Golestan, Iran. Results showed that the educational satisfaction would lead to the willingness to communicate in. Willingness to communicate (WTC) has recently been exclusively studied in the area of language study, particularly in second language acquisition studies and communication studies. Overall, the findings of this study suggest that the EFL prospective teachers’ sense of satisfaction should be considered together with the quality of the educational system during EFL teacher education. The study has implications for the ELT stakeholders and those who are involved in educating the EFL teacher trainees.

Keywords:

Perspective , Educational Satisfaction , willingness to communicate , EFL Pre-Service Teachers , EFL Teacher Education.