Impact of Anxiety on Willingness to Communicate in the Iranian EFL Setting

Anxiety, characterized by worry and emotional reactions, can significantly affect learning. In thecontext of learning a foreign language, it can impede the learning process and lead to a fear ofcommunication. This research explores the impact of anxiety on the willingness to communicateamong Iranian eighth-grade EFL students in a private school in Tehran. Observations andinterviews were conducted with twenty students and two teachers. The data analysis from theseobservations revealed that most students were hesitant to engage in English class activities, withonly an average of 10% expressing a willingness to participate in all observational categories. Theinterview results indicated that anxiety negatively influenced students' willingness to communicatein class. Factors contributing to increased anxiety included fear of making mistakes, fear ofcriticism from peers and teachers, and fear of negative evaluations by teachers. Additionally,cultural beliefs about participating actively or speaking in public were identified as sources ofanxiety. The study offers recommendations for teachers to create a classroom environment thatminimizes anxiety and encourages student participation