Abstract

The most important variable in promoting communication in a second language (L2) is willingness to communicate (WTC). However, few quantitative studies on L2 WTC in Malaysia have analysed the variables that predict the willingness to communicate simultaneously. Therefore, the current study aimed to examine the relationships between the affective variables that influence L2 WTC, which are (1) communicative confidence, (2) motivation in learning the language, and (3) international posture as presented in the heuristic model of L2 WTC by MacIntyre et al. (1998) and Yashima (2002). The data for the study were gathered from public university undergraduates using a questionnaire that were structured and adapted to represent the variables included in the study. Based on the results, communicative confidence was the most prominent indicator of WTC in English. Significant correlations were also found between WTC through communicative confidence and implicit motivation. Specifically, strong correlations have also been demonstrated between the international posture towards WTC and motivation to learn L2 and WTC. The study concluded that communicative confidence, among other affective variables, should be considered when studying English. Consequently, additional research can be done to verify these findings in various language-learning environments.