UNDERSTANDING LANGUAGE ANXIETY AND WILLINGNESS TO COMMUNICATE: INSIGHTS FROM LEARNER AND TEACHER PERSPECTIVES
Abstract
Language anxiety and willingness to communicate (WTC) are key affective factors influencing second language acquisition (SLA), particularly in English as a Foreign Language (EFL) contexts. While learners may possess sufficient linguistic competence, their participation in classroom interaction is often shaped by emotional, social, and institutional influences. This article explores the relationship between language anxiety, confidence, and WTC from both learner and teacher perspectives within an Uzbek EFL context. Adopting a reflective and conceptual approach, the discussion integrates theoretical insights from SLA research with classroom-based experience to examine how affective factors are shaped through interaction and pedagogical practices. The findings suggest that anxiety and willingness to communicate are not stable individual traits but dynamic and context-dependent phenomena influenced by classroom organisation, feedback practices, and institutional expectations. The article argues that learners’ silence should not be interpreted as a lack of ability or motivation, but rather as a response to perceived social and evaluative risks. Implications for TESOL practice highlight the importance of creating low-anxiety, interaction-focused learning environments that support gradual participation and meaningful communication. Overall, the study contributes to a more nuanced understanding of individual differences in SLA and offers practical insights for improving classroom engagement.