Abstract

Language instruction in Malaysia emphasizes the significance of the English language. This study investigates Malaysians’ willingness to communicate (WTC) in English as a second language (ESL). A hypothesized model that integrates WTC in English, communication apprehension and competence, motivation, and language learning communication strategies was tested using structural equation modelling. The results show that Language learning communication strategies directly affect motivation, self-perceived communication competence, and WTC in English. Further, the results also demonstrate that motivation influences the two components of communication confidence and influences WTC indirectly through the two variables self-perceived communication competence and communication apprehension. The final model correlates well with the data, thereby indicating the potential of using Language learning communication strategies with WTC constructs to account for ESL communication.

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