Investigating the effect of EFL Learners' Gender and Second Language Proficiency on Willingness to Communicate in the upper secondary schools of the Republic of Kosova

Abstract

Second language willingness to communicate (WTC) has become a significant concept in second language learning and communication. Previous research on willingness to communicate (WTC) has shown that except the attitude, support and the teaching style of the teachers that influence learners’ WTC, the gender and the language proficiency plays a role, too. This study was carried out to investigate the effects of gender and language proficiency on willingness to communicate. Specifically, the objectives of the study were to find out if the gender and language proficiency have any effect on willingness to communicate. In addition, by this study there is intended to provide information to teachers in order to help their students feel more confident in expressing themselves. This study included a questionnaire with upper-secondary school students. In order to measure students' willingness to communicate there was administered a modified version of the Likert-type questionnaire developed by Macintyre et al. (2001). A total of thirty-two participants respectively upper-secondary school students participated in the study. Results from the study show that the gender of the students plays somerole on their willingness to communicate respectively based on the results female students are just a little bit more willing to communicate compared to male students. On the other side the proficiency of the students has a remarkable effect on the willingness of the students to communicate respectively proficient students are much more willing to communicate than the non-proficient students.