H. Nosratzadeh1, A. Dastgoshadeh2, K. Jalilzadeh3

1Islamic Azad University, Damavand Branch (IRAN)
2Islamic Azad University, Sanandaj Branch (IRAN)
3Islamic Azad University, Science and Research Branch (IRAN)
WTC can be conceptualized to reflect individual differences in a stable disposition toward communication, or vary from situation to situation, and even moment to moment (MacIntyre et al., 1998). Whether in second language learning situations such as native speaking countries or in foreign language learning situations, second/foreign language learners, especially Asian learners, have often been observed to be quiet in language classrooms, rarely responding to teachers’ questions, or actively taking part in classroom discussions. The students were found to be passive learners of the target language who chose not to use it most of the time. With the help of interviews and journals written by second/foreign language learners, researchers have found that students’ reticence arises due to various reasons: fear of making mistakes, low target language proficiency, incomprehensible input, habits, lack of confidence, lack of experience with oral communication, personality variables and so on. This paper investigates sources of learners’ unwillingness to communicate in EFL language classrooms. The present study was conducted using 130 Iranian EFL learners as the population of the study. By giving the participants two types of questionnaires, the most influential factors and sources of unwillingness to communicate in classrooms were determined. Proficiency, anxiety and personal affect were singled out as the most important reasons while the other factors such as feedback, situational variables and topic familiarity were also mentioned as influential factors. The findings of the study might shed light on some dark areas of lack of motivation to take part in class discussions as well.