Speaking Anxiety, Mindfulness and

Willingness to Communicate

Abbas Ali Zarei

Associate professor, Imam Khomeini International University, Qazvin, Iran

Zahra Haji Agha Mohammadi

MA, Islamic Azad University, Qazvin, Iran

1

Table of Contents

Chapter One: Introduction .. 3

1.1 Background ..................................................................................................... 3

1.2 Statement of the Problem ................................................................................ 4

1.3 Purpose of the Study ....................................................................................... 5

1.4 Research Questions ......................................................................................... 5

1.5 Null Hypotheses .............................................................................................. 5

1.6 Definition of the Key Terms ........................................................................... 6

1.6.1 Mindfulness .............................................................................................. 6

1.6.2 Speaking Anxiety ..................................................................................... 7

1.6.3 Willingness to Communicate (WTC) ...................................................... 8

1.7. Significance of the Study ............................................................................... 8

1.8 Limitations and Delimitations ......................................................................... 9

Chapter Two: Review of the Related Literature ..................................................... 11

2.1. Introduction .................................................................................................. 11

2.2. Mindfulness .................................................................................................. 11

2.3. Speaking Anxiety ......................................................................................... 18

2.4. Willingness to Communicate (WTC) .......................................................... 23

Chapter Three: Methodology .................................................................................. 33

3.1 Introduction ................................................................................................... 33

3.2 Participants .................................................................................................... 33

3.3 Instruments .................................................................................................... 33

3.4 Procedure ....................................................................................................... 34

3.5 Data analysis ................................................................................................. 35

Chapter Four: Results and Discussion .................................................................... 37

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4.1. Introduction .................................................................................................. 37

4.2. Results .......................................................................................................... 37

4.3 Discussion ..................................................................................................... 41

Chapter Five: Conclusion and Implication Suggestions ......................................... 45

5.1 Summery of findings ..................................................................................... 45

5.3 Implications of the study ............................................................................... 47

5.4 Suggestions for further research.................................................................... 47

References ................................................................................................................................. 48

Appendix A: Speaking Anxiety Questionnaire ......................................................................... 66

Appendix B. Willingness to Communicate Questionnaire 70

Appendix C: Mindfulness questionnaire ................................................................................... 73

Appendix D: Reliability of speaking anxiety questionnaire .................................................... 75

Appendix E: Reliability of WTC questionnaire ....................................................................... 76

Appendix F: Reliability of Mindfulness questionnaire ............................................................. 77

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1.1 Background

Nowadays, a new language is regarded as a new world for learners. Among the language

skills, speaking has a significant role. Horwitz (1986) believes that the speaking skill is

essential for individuals who need to learn a second/foreign language. Hamzehnejad and

Shariati (2014) maintain that one of the first problems of the early man was the need to

communicate. After evolution, man learned to communicate with the individuals who did

not speak in their mother tongue.

According to Young (1990), speaking in a foreign language is a stressful task for a

large number of students. As a matter of fact, anxiety is a very crucial element which may

have negative impact on second and foreign language learning. Muris (2002) notes that

individuals become anxious as they view themselves not skillful enough to cope with

challenging conditions.

Anxiety experienced in conversation in English can be exhausting and can affect

academic aims (Woodrow, 2006). Horwitz (1986) assumes that when learners use the target

language for communicating in second language/foreign language classrooms, they are not

anxious any more. All individuals often encounter anxiety inducing situations in their lives,

but they differ in their potentiality to cope with them (Muris, 2002).

Many studies have focused on the investigation of the elements that can help to

2014; Yousefi

Azarfam & Baki, 2012, etc.). At the same time, willingness to communicate (WTC) seems

MacIntyre, Clément, Dörnyei & Noels, 1998, p.

547). ire toward taking part in communication

4

while they are free to select (McCroskey & Baer, 1985). MacIntyre (2004) describes

with communication competencies and perceived self-

Another variable which seems to have a crucial effect on speaking anxiety is

mindfulness, which was originally practiced in Buddhism (Ludwig & Kabat-Zinn, 2008).

The concept of mindfulness has been expanded into several studies such as medicine

psychology, neuroscience, and education (Meiklejohn, Phillips, Freedman, Griffin, Biegel,

Roach, Frank, Burke, Pinger, Soloway, Isberg, Sibinga, Grossman & Saltzman, 2012). The

practice of mindfulness helps individuals to experience more appropriate social relations.

Also, it inspires people to change annoying habits and results in decreasing need of medical

care (Ludwig & Kabat-Zinn, 2008; Ruff & Mackenzie, 2009). It also enhances happiness

and healthiness through decreasing anxiety, incr

1.2 Statement of the Problem

Among all language skills, speaking seems to play a crucial role in effective

communication. Speaking, as one of the four major skills, which is necessary for effective

communication, needs to be improved along with other skills (Morozova, 2013). Ur (1996)

believes that speaking is the most significant skill for foreign language learners who are

keen on becoming real speakers of a second or foreign language. Nunan (1991) asserts that

success is measured in terms of the ability to carry out a conversation in the (target)

Zhang (2001) claims that FL learners usually have little chance to speak

English outside the classroom setting. Perhaps this situation for foreign language learners

causes them to feel anxious and to remain silent in the classroom.

Horwitz and Cope (1986) hold that learners tend to experience more panic in

speaking than in any other task. Accordingly, anxiety has a

ability to achieve academic objectives (Chowdhury, 2014). According to Horwitz and Cope

(1986), the fear of having communication with other individuals in foreign/second language

causes anxiety; so reducing this anxiety should be regarded as a prime concern. One of the

most powerful ramifications of communication anxiety is a dwindled desire to

communicate (Beatty, 1987). An individual may not be willing to communicate because of

5

correlation with willingness to communicate (Burgoon, 1976; McCroskey & Richmond,

1991; McCroskey, Richmond & McCroskey, 1987).

Mindfulness has also been shown to be strongly related to developing mental

2003). Baer (2003) -based interventions may help to alleviate a

The paucity of research on speaking anxiety and its relationship with Iranian

light on the potential obstacles that students face in learning a foreign language. The

mindfulness, willingness to communicate and speaking anxiety.

1.3 Purpose of the Study

The

speaking anxiety and to suggest ways to help students get rid of it efficiently.The present

study is an attempt to investigate the relationship between Iranian EFL learners'

mindfulness, willingness to communicate (WTC) and speaking anxiety.

1.4 Research Questions

To achieve the purpose of this study, the following research questions are proposed:

Q1: Is there any statistically significant relationship between Iranian EFL

mindfulness and speaking anxiety?

Q2:

mindfulness and willingness to communicate?

Q3: Is there any statistically significant relationship between Iranian EFL learne

willingness to communicate and speaking anxiety?

1.5 Null Hypotheses

In response to the above research questions, the following null hypotheses are formulated:

6

H1:

mindfulness and speaking anxiety.

H2:

mindfulness and willingness to communicate.

H3:

willingness to communicate and speaking anxiety.

1.6 Definition of the Key Terms

In the present study, the important terms are explained as follows:

1.6.1 Mindfulness

Mindfulness, which has its origin in Buddhism, is concentrating on the current time

intentionally and with no judgment (Kabat-

awareness at the present moment (Burnett, 2011).

Eastern philosophies stress the importance of the mind/body connection in

mindfulness. Kabat-Zinn (1994) points out that mindfulness has relation to other

philosophies such as Judaism, Islam, Christianity and Hinduism. As pointed out by Baer

ticular qualities of attention and awareness that can

p. 145).

Burnett (2011) implies that it is mindfulness that recalls us what, why and where

we are doing it in the process. Kabat-Zinn (1994) points out

4).Flook, Goldberg, Pinger, Bonus, and Davidson (2013) assert that Mindfulness-Based

Stress Reduction (MBSR) is a widely known form of mindfulness, instructing that has been

shown to decrease stress, apprehension, and anxiety.

the Mindful Attention Awareness Scale (MAAS) questionnaire designed by Brown and

Ryan (2003). Baer, Smith, Hopkins, Krietemeyer and Toney (2006) state that MAAS is an

instrument which assesses our tendency to be attentive and aware of current- moment in our

every-day life.

7

1.6.2 Speaking Anxiety

nervousness when we are anxious (Tobias, 1986). Anxiety disorders, as an umbrella term,

may exist in almost every field of learning. As a sort of anxiety, language anxiety is the

feeling of being anxious particularly in relation to second language contexts. (MacIntyre &

Gardner, 1994). MacIntyre and Gardner (1994) identify two forms of anxiety: general

anxiety and communicative anxiety.

Researchers have identified several types of anxiety. Dörnyei (2005), for instance,

and

taken as an intrinsic feature of individuals, whereas state anxiety is detrimental to learners.

Lately,

unified together that students experience while in classrooms. MacIntyre and Gardner

(1994) state that students experience anxiety while utilizing/learning a foreign language.

Many studies have shown that foreign language learners usually have some degree

of anxiety, specifically speaking anxiety (e.g., Fariadian, Azizifar, & Gowhary, 2014).

- provok

(Horwitz, Horwitz & Cope, 1986; Palacios, 1998).The students who feel anxious think that

not a surprising reaction since most of us are used to becoming less talkative in new

Basic, 2011, p. 2).

According to Abdullah and Abdullah Rahman (2009), students who believe that one

should say nothing in English till it can be said accurately may never speak. In addition,

Young (1990) acknowledges that speaking anxiety is connected to social anxiety and self-

esteem. According to Basic (2011):

Students who have speech anxiety are often very calm and passive and can, therefore,

receive less attention from teachers in comparison with noisy and aggressive

children. These students usually give up very early and continue to be quiet

throughout their years in school (p.10).

8

an affective filter

results in low or even non-

matter of fact, speaking in a foreign language may be acquired efficiently if students get rid

of their anxiety. For the purpose of this study, speaking anxiety was measured through a

questionnaire developed by Chowdhury (2014).

1.6.3 Willingness to Communicate (WTC)

WTC was initially utilized by McCroskey and his partners in connection to

key & Richmond, 1990).

The concept of willingness to communicate (WTC) was first introduced to first language

- -

(McCroskey & Richmond, 1990). McCroskey and Richmond (1990) regard WTC as a

personality quality and describe it as variability in talking conduct. According to

(1990) consider WTC as an

Intyre

a higher level of perceived communicative competence and a lower level of communication

was

operationally measured through a WTC questionnaire developed by MacIntyre, Baker,

Clement and Conrod (2001).

1.7. Significance of the Study

them.This desire is an affair of personal disposition 30). In English

foreign language research, learner variables have been focused on recently because learners

are recognized as active participants in foreign language acquisition process in cognitive

theory (Dornyei, 2005). Although teachers face the dilemma

9

speak in EFL classrooms, for most foreign/ second language learners, using target language

for the purpose of communication is one of the primary concerns (Tousi & Khalaji, 2014).

Moreover, Woodrow (2006) claims that anxiety involved in communication can be

reduce their anxiety in classroom settings and to create a more stress-free atmosphere for

better communication. Therefore, studies which examine the techniques of reducing anxiety

in classrooms are needed. In spite of the growing number of investigations into mindfulness

(e.g., Bishop et al., 2004; Chang, Palesh, Caldwell, Glasgow, Abramson, Luskin et al.,

2004; Harnett, Reid, Loxton, & Lee, 2016; Kabat-Zinn, 1994, etc.) and on willingness to

communicate (MacIntyre, 1994, 1998, 2007; MacIntyre, Clément, Dörnyei & Noels, 1998;

Morozova, 2013, etc.), there is a paucity of research on the relationship between

mindfulness, WTC and speaking anxiety.

- -

nship

between mindfulness and depression (Coffey, Hartman & Fredrickson, 2010). Also, since

research on the relationship between willingness to communicate, mindfulness and

speaking apprehension is relatively rare, studies that scrutinize this relationship are needed.

and decreasing speaking anxiety, the findings of the present study can be helpful for them.

Furthermore, the concept of mindfulness and its effect on reducing speaking anxiety might

make Iranian EFL learners more willing to communicate.

The findings of the present study may also provide useful information for teachers,

solicitors and authorities to help students control their anxiety during speaking activity. The

purpose of the present research is, therefore, to investigate the relationship between Iranian

EFL learners' mindfulness, willingness to communicate (WTC) and speaking anxiety.

1.8 Limitations and Delimitations

There were several limitations and delimitations in the present study. The first challenge

was finding learners at the same level of proficiency. Therefore, they had to be

homogenized in terms of their scores on a proficiency test. In addition, only EFL students

10

took part and was limited in terms of cluster sampling, due to the time at the researche

disposal and number of participants available to the research for data collection in the

present study. It is essential to mention that the age and sex of the participants were not

taken into account because the learners were both males and females at different age levels.

So, factors of age and sex were not considered as variables in the present research. The

focus of the present study was only on intermediate level students, so the results of the

present research cannot be generalized to all learners.

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Chapter Two: Review of the Related Literature

2.1. Introduction

In this chapter, the theoretical bases of the present study are discussed in detail. First,

mindfulness, as a vital way to achieve concentration and awareness to reduce anxiety, is

described. Second, speaking anxiety, as a crucial factor inhibiting the participation of EFL

learners in academic settings, is examined. Third,

the number of times that students choose to speak in English classrooms is discussed.

Eventually, the ways to facilitate academic accomplishments in an EFL setting are

explained.

2.2. Mindfulness

Nyanaponika Thera (1972) believed that the physical suffering, in the old metaphor, is the

(1990) states that avoiding the first arrow (made by unwanted situations) may not be

Nowadays stress and depression are progressively felt around the world. The issue

of anxiety may lead to problems of alcohol or drug abuse and committing suicide, if it is

considered unimportant (Albrecht, Albrecht & Cohen, 2012). McEwen (2003) states that

although stress is helpful for organizing energy for some goals, extended stress is harmful

for both health and academic accomplishments. Andersen and Teicher (2008) claim that

memory and brain function in learning new subjects may be lost because of prolonged

Liehr

and Diaz (2010) propose that mindfulness may act as a gifted approach to removing

12

anxious thoughts. Dane (2010) believes that the ancient construct of mindfulness seems to

rise attention nowadays, and its crucial outcome is evident in contemporary life.

In modern psychology, mindfulness has been used as a technique for improving

awareness so as to obtain skillful ability to react toward deficient behavior as depression

(Bishop et al., 2004). Woodruff, Arnkoff, Glass, and Hindman (2014) state that the

cultivation of studies related to mindfulness may help the reduction of negative

psychological symptoms. Mindfulness is an old instrument which improves our life by

Brown and Ryan (2003) believe that

mindfulness is a technique that is being utilized increasingly around the world as a means

Modern clinical investigators and meditation teachers have offered different

explanations of mindfulness (Baer, 2003; Bishop et al., 2004; Kabat-Zinn, 2003b; Salzberg

& Goldstein, 2001). Baer (2003) believes that mindfulness is all about awareness, which

-being. if

we are aware of the requirement to be sensitive to and considerate of the alikeness among

cultures, we will be more hopeful to accomplish the crucial movements to achieve the

-

present moment, non-

Allport (1988) proposed that three situations must be considered in order for an

cognitive change should be demonstrated. Second, the person should mention that he/she

was aware of the experience at the moment it happened. And third, the person should be

capable to depict the experience. Nyanaponika Thera (1972) considered mindfulness as

-minded awareness of what actually happens to us and in us at the

s

-by-

moment expe -Zinn, 1990). Mindful awareness is non-judged awareness

focusing at the present time associated with tranquility and kindness (Kabat-Zinn, 2003b;

Roeser, 2013). Rix and Bernay (2014) define mindfulness as the exercise of entire

13

concentration on what is happening inside and around us physically/mentally.According to

attending in an open, ki Bishop et al. (2004) suggested a two-

part model of mindfulness, consisting of (1) attention and awareness and (2) acceptance.

Brown and Ryan (2004) define awareness as the experience of within and outside world;

awareness is the genuine comprehension of the field of happenings that surrounds our real

world at any time. On the other hand, Brown and Ryan (2004) add that the concentration of

awareness in order to focus on selected facets of environment is attention. Kabat-Zinn

(1990) states that acceptance refers to positively observing things as they really are at the

current moment. Nowadays, the notion of awareness and attention are associated with each

other (Brown & Ryan, 2004).

Mindfulness is recognized as a focused attention to and awareness of present

happening. However, attention and awareness have almost natural functioning

characteristics (Brown & Ryan, 2003). Leary and Tate (2007) also refer to mindfulness as a

present-focused awareness and claim that it can help us in many different ways: (1) by

focusing on the present moment, it

-

can enhance positive feelings by offering more effective ways of communicating with other

people. (4) It can prevent the debilitation of energy. Brown and Ryan (2003) also assert that

fearful thoughts about future and past can draw individuals away from present awareness.

Brown, Ryan and Creswell (2007) state that -

exhibit what is occurring at the present moment with no judgment. Many studies have

remove their depression, anxiety and suffering (Arias, Steinberg, Banga, & Trestman, 2006;

Kabat-Zinn, 2003a).

Empirical/theoretical studies suggest that there is a relationship between

mindfulness and psychological welfare (e.g. Baer, 2003; Broderick & Metz, 2009). Many

studies have shown the influence of mindfulness on reduction of anxiety (Ludwig & Kabat-

Zinn, 2008; Siegel, 2010; Willis, 2007); the effect of mindfulness on the enhancement of

sleep problems (Britton, Haynes, Fridel, & Bootzin, 2010; Ludwig & Kabat-Zinn, 2008;

14

Yook, Lee, Ryi, Kim, Bhoi,., Suh, & Kim, 2008); the effect of mindfulness on the

development of concentration (Jha, Krompinger & Baime, 2007; Semple & Lee, 2008;

Tang, Ma, Wang, Fan, Feng, Lu & Posner, 2007); the effect of mindfulness on the

improvement of psychological attitude (Brown & Langer, 1990; WenkSormaz, 2005); and

the effect of mindfulness on education, consciousness, concentration, compassion and

decreased apprehension (Mental Health Foundation, 2011).

It has also been suggested that mindfulness is strongly associated with different

types of coping resources such as self-efficacy for bearing alcohol deterioration and

husbanding pain/suffering (Chang et al., 2004). Several studies have shown that a

mindfulness-

Schmidt & Walach, 2004; Shapiro & Carlson, 2009).

Blair and Diamond (2008) believe that the practice of attentive awareness in

Learning to Breathe (L2B) program results in

(EF), increasing the feeling of love of self/others and, eventually, enhancing educational

accomplishments. Mindfulness programs

accomplishments. Parker and Kupersmidt (2016) acknowledge that inadequate academic

results in classroom settings perhaps are because of inability of concentrating or attending

properly.

Many studies have shown that teaching mindfulness to adults may develop their

regulation (Chiesa, Calati, & Serretti, 2011; Jha, Stanley, Kiyonaga, Wong, & Gelfand,

2010) and may improve social relationship (Condon, Desbordes, Miller, DeSteno &

Hospital, 2013). Shapiro, Rechtschaffen and Sousa (2016) believe that teachers should

self-

becoming thoughtful teachers, 3

establishing mindfulness teaching.

Dickinson, Friary and McCann (2016) state that Kabat-

Mindfulness-based Stress Reduction (MBSR) program is connected to mindfulness. Bishop

15

et al (2004) claim that suggesting Mindfulness-Based Stress Reduction (MBSR) as a means

Kabat-Zinn (2011) explains that MBSR program is related to instruction of

Buddhist philosophy without Buddhist wording to being reachable for a non- religious

audience. Furthermore, Hozel et al. (2011) showed that four or five days of twenty minute

mindfulness meditation in adults decreases depression, improves immune-system and

enhance -

Meanwhile, in both kids and adults, meditative mindfulness practicing in educational

contexts have been useful in dwindling depression and developing psychological health

(e.g. Baer, 2003; Broderick & Metz, 2009).

It has also been found that various forms of psychiatric disorders are associated

with self-noticed levels of mindfulness (Brown & Ryan, 2003). Mindfulness may have

Ryan and Deci (2000) believe that involving in mindfulness practices can assist

unhealthy demeanor so as to foster their welfare augmentation. Brown and Ryan (2003)

indicate that mindfulness is a reliably and validly measured feature that plays a key role in

different aspects of psychological health. Baer, Smith, Hopkins, Krietemeyer and Toney

(2006) scrutinized the surface structure of mindfulness by utilizing five recently developed

mindfulness questionnaires. Their findings suggest that theses questionnaires are a promise

psychometrically, which shows fine internal unity and anticipated correlations with several

to predict psychological symptoms.

mindfulness and stress responding (evaluated by the Mindful Attention Awareness Scale

(MAAS) designed by Brown & Ryan, 2003), they proposed that mindful participants may

show lower agoraphobia and anxiety. Beauchemin, Hutchins and Patterson (2008) carried

out a study on learning disabled participants in a private school. In their study, students

minutes per day for several weeks.

mindfulness, nervousness and conscientiousness.

16

Smalley et al., (2009) found that mindfulness practices can be a new tool for

developing Attention Deficit Hyperactivity Disorder (ADHD). Their results suggest that

inconsistency in trait mindfulness can be shown by ADHD status and personality traits of

-di - . In another study, Flook et al. (2010) asserted

executive functioning results would be improved. Hofmann, Sawyer, Witt, and Oh (2010)

explored meta-analytically the influence of mindfulness-based treatment on anxiety and

-based treatment. As

Mueller (2011) asserts, mindful learners can concentrate more efficiently on their learning

self-reported levels of mindfulness. Gethin (2011) proposed that mindfulness, as a

one has the ability to ponder his/her own immediate actions without the interference of

thoughts and perceptions.

Sedaghat, Mohammadi, Alizadeh and

MBSR program reduce anxiety without any effects on mental and social welfare.

Meiklejohn et al. (2012) made an attempt to investigate the effect of mindfulness on

ing in mindfulness techniques can

Meiklejohn et al. (2012) explain that mindfulness programs have been planned based on

mindfulness structure and mindfulness educators

mindfulness curricula have

acts, body movements and some practices for increasing their attention/awareness. The

lessons of the programs are designed for school settings, home settings and society. The

-being. However, Albrecht, Albrecht and Cohen

-esteem and decrease their

stress. Weare (2013) also believes that training mindfulness frequently makes both teachers

-

17

academic learning. Molavi, Vardanjani and Yahya Zade (2013) studied the effect of

to learning situation and result in educational

improvements. as the first

investigation on the relationship between mindfulness and fear of negative evaluation. They

showed that fear of negative evaluation of 65 social anxiety disorder patients decreased by

utilizing a course of cognitive behavioral therapy accompanying mindfulness treatment.

-

empirically, as two factors of disposing of anxiety (Brown & Ryan, 2003; Chesney,

Neilands, Chambers, Taylor, & Folkman, 2006).

Flook, Goldberg, Pinger, Bonus, and Davidson (2013) reported that mindfulness

claimed that the notion of stress and coping with it are two aspects that mindfulness can

operate on efficiently. Further, Luberto, Cotton, McLeish, Mingione and (2013)

-

conditions among psychology students. They also found that those with high levels of

mindfulness had less problems in organizing their feelings.

In another study, Ostafin, Brooks and Laitem (2013) found that mindfulness is

associated with less emotional sensitivity and that this variable somewhat moderated a

negative relationship between mindfulness and apprehension, which humans experience in

everyday life.

Khany and Babanezhad Kafshgar (2013) studied the network of relationships

utilized Structural Equation Modeling (SEM) analysis and found that all of three basic

variables are related to each other. Furthermore, Bergen-Cico, Possemato and Cheon (2013)

state that short programs of mindfulness-based stress reduction (MBSR) may develop

avior; however, students may need longer MBSR programs to

boost their psychological anxiety (e.g., trait anxiety). Furthermore, in Greeson, Juberg,

remove their anxiety, self-kindness and sleep difficulties.

18

improvements in students because of utilizing mindfulness practices. They found that

mindfulness programs may alleviate the influences of solit

accomplishments. In the same vein, Harnett, Reid, Loxton, and Lee (2016) found that

higher levels of mindfulness resulted in lower levels of anxiety. Beshai, McAlpine, Weare

results indicate that a - made for

teachers is an encouraging way to reduce stress and enhance welfare and self-kindness

among secondary school instructors.

Recently, studies on mindfulness have increased, and it has been paid attention to

in both clinical and empirical spheres. Brown and Ryan (2004) state that the effect of

mindfulness is spread in various domains such as sport, health care, job and relationship.

However, in spite of the broadly reported effects of mindfulness on individual behavior,

there is an obvious gap on mindfulness research in EFL contexts. The purpose of this study

is to address part of this gap. It is an attempt to explore the relationship between

mindfulness with speaking anxiety and willingness to communicate, variables that are

briefly discussed below.

2.3. Speaking Anxiety

Anxiety reflects human emotions in a negative way. We experience worry, fear and

nervousness when we are anxious (Tobias, 1986). Shankar and model

(Figure1) suggests that stress has effects

apprehension. As a sort of anxiety, language anxiety is the feeling of being anxious,

particularly related to second language contexts. (MacIntyre & Gardner, 1994). Brown

(2007b) defines language anxiety as a feeling of anxiety or worry in utilizing second

language which affects second language acquisition. In addition, for foreign language

learners in classroom setting encounter levels of harmful foreign language anxiety. Horwitz

et al. (2009) claimed that making mistakes eventuates apprehension in students who think

that every mistake in public eye is the sign of a failure.

20

study. He claimed that the tasks which are needed to be done directly in

front of other individuals in the classroom can induce the highest level of anxiety.

MacIntyre and Gardner (1994) state that students

experience anxiety while utilizing/learning a FL. Dörnyei (2005) identifies two kinds of

anxiety is helpful while debilitating anxiety is harmful and hinders individ

accomplishments. Trait anxiety happens only in special situations and is taken to be an

intrinsic feature of individuals, whereas state anxiety is detrimental to learners. Meanwhile,

Woodrow (2006) believes that anxiety is obviously an issue in language learning which has

a harmful effect on speaking English for some learners. Woodrow (2006) found a

significant negative relationship between second language speaking anxiety and oral

performance. Woodrow (2006) agrees that the notion of second language speaking anxiety,

based on in- and out-of-class communication, characterizes learners in an English as a

second language setting. Woodrow (2006) claimed that a two factor model best matched

the data of the study with the observed variables charging the hid -class

-of-

22

The ability to communicate fluently in FL/SL contexts has a crucial role in

language learning. According to Riazi and Khodadadi (2007), one of the most challenging

tasks for language learners is producing the target language. Cassady (2010) used the term

in classrooms.

relationships among FL anxiety, oral and written language skills were investigated. They

found that the amount of FL anxiety that college students experience are different in terms

of presenting oral activity and written activities.

ed speaking in front of

others is estimated as a

Awan, et al., (2010)

assert that all learners should be aware that making mistakes in a foreign language is a

common phenome

Basic (2011) believes that speaking anxiety is considered not only a language teaching

difficulty but also a social problem.

In addition, the results of study show that

cannot be achieved as their anxiety increases. Bachrach and

with high school students and college undergraduates showed a

findings suggest that anxiety can be derived from

apprehension of being negatively judged.

Suleimenova (2013) states that anxiety awakening at the output level can have a negative

impact on the quality of FL conversation. Therefore, individuals may have the knowledge,

but it does not come to their mind. However, the occurrence of anxiety acts as an inhibiting

(Suleimenova, 2013, p. 1862).

Fariadian, Azizifar, and Gowhary (2014) note that a capable speaker requires

enough knowledge about the topic and information about context in which he/she wants to

23

speak, but -confidence and eagerness.

Chowdhury (2014) found that both students and teachers may have a role in reducing

speaking anxiety in English classrooms.

In another study, Rafek, Ramli, Iksan, Harith and Abas (2014) studied

communication apprehension across genders. They found that most males and females of

the study had a high level of anxiety. However, females suffered higher anxiety level in

comparison to male students. Rafieyan (2016) found that speaking activity assessment

would lead to anxiety in classroom, and if teachers made classroom atmosphere funny,

students could cope with this anxiety.

2.4. Willingness to Communicate (WTC)

Ellis (2008) asserts that research on WTC is in their infancy. MacIntyre, Clément, Dörnyei

and Noels (1998) believe that concentration on grammar not on genuine use of language in

the past generated individuals with only high linguistic competence. Littlewood (1981)

states that the rise of the communicative language teaching (CLT) changed the focus of

language teaching and learning toward communication and the real use of language

tendency towards speaking. Peng (2006) believes that people act differently in

communicating with other individuals. Some individuals are not interested to speak if they

are not asked to do so, while some people are enthusiastic interlocutors. This shows that

communicating activity differs in various situations. MacIntyre, Clément, Dörnyei and

Noels (1998) assert that in cosmopolitan communities, individuals tend to learn the L2

since they need to adjust to the new cultures and are more willing to have relationships with

new people. The social and political aim of language teaching, which is bringing nations

together, may be achieved by developing willingness to communicate (MacIntyre, Clément,

Dörnyei & Noels, 1998). The first investigation in the field of WTC was conducted by

-esteem and anxiety affect their willingness to

communicate.

24

Also, many studies have shown that anxiety about speaking a FL would be

negatively correlated with scores on WTC (e.g., Chu, 2008; MacIntyre, 1994; McCroskey

& Richmond, 1987; Wu & Lin, 2014). Mortensen, Arnston and Lustig (1977) constructed a

the next model referred to in WTC. The shyness model was established by McCroskey and

Richmond (1982). They explained that due to this model, individuals tend to be shy and

particularly silent. In addition, Horwitz et al. (1986) add that shyness and anxiousness are

associated together; shy people usually experience the fear of communicating with other

individuals. WTC is th

obliged to do so (McCroskey & Richmond, 1982, 1987, 1990; Mortensen et al., 1977).

-

first time, McCros

(1980).Social Context Model, he described the correlations among intergroup contact, L2

confidence, L2 competence, and L2 identity. The model suggested that the frequency and

characteristic of relationships with the L2 setting would ultimately cause alterations in L2

confidence, which Clement (1980) observed as communicative competence and lower

language usage.

Ferguson (1994) asserted that communicative situations are specific in conditions

which are related to language use/structure by repeating regularly in a particular context of

son they are

talking to and the place where communication is taking place. According to McCroskey

and Beatty (1987), communication apprehension is the level of fear that one may

experience while communicating with other individuals in real/academic community. The

found to be associated with their concept of communicative competence. In addition, Chan

and McCroskey (1987) found that learners who scored high on the WTC scale were more

willing to take part orally in class than those who scored low on WTC.

McCroskey and Beatty (1987) introduced four different types of communication

- -

26

& McIntyre 2000; McIntyre 1994; McIntyre et al., 2001; McCroskey & Richmond, 1991).

Unlike McCroskey and Richmon (1990), MacIntyre, Clement, Dornyei, and Noels

-

two elements have impact on WTC a) immediate situation factors which have transitory

characteristics based on communication situation, and b) enduring factors which have

stable characteristics and are nearly related to any situation. McIntyre, et al. (1998) used a

pyramid figure (Figure 4) to show the WTC model which elaborates the possible reason of

willingness to communicate in second language. Similarly, MacIntyre et al (1998) believe

explain that their model has six layers which are divided into two distinct groups: stable

factors (layers IV, V and VI) and unstable factors (layers I, II and III). They state that the

moment of second language (L2) communication that anticipates real communication

behavior and is followed by WTC is shown on the top of the pyramid. In their figure,

willingness to communicate with a -

the

- s

-

shown in intermediate layers. MacIntyre et al.,

that the top layers are based on situation while the bottom layers are more stable. Cetinkaya

(2005) hypothesizes that the bottom layers have weaker effect on willingness to

communicate than the top layers of the pyramid.

28

related to improvements in communicative competence in second language, identification

with the second language setting, and assimilation incentive (Clement, Baker & MacIntyre,

2003; Noels & Clement, 1996; Noels, Pon, & Clement, 1996). The basic communication

channels in language are speaking and writing. Based on MacIntyre et al. (1998), they all

depend on particular series of figures and the lexicon which might have an effect on the

Dornyei and Kormos (2000) showed that Hungarian student

-

another study, MacIntyre, Baker, Clément and Conrod (2001) examined the effect of

language learning beliefs and social endorsement on individuals

et al., (2001) investigated willingness to

communicate and found that it can predict social suppor

learning habits. Yashima (2002) examined the effects of various variables, such as attitude,

English learning motivation, and English communication confidence on WTC in English in

the Japanese community.

Yashima's (2002) willingness to communicate model shows that greater

willingness to communicate is related to lower anxiety and higher consciousness of

universal attitude and feeling of confidence in SL oral activity can have an impact on

willingness to communicate. Dornyei and Kormos (2000

involvement in speaking activities correlated significantly with their mental outlook

towards the language tasks that they were required to do. According to Goshi (2005), the

Matsuoka (2004)

studied WTC among college students in Japan both in L1 and L2. Matsuoka and Evans

(2005) asserted that willingness to communicate in L2 has a crucial impact on developing

learning has been concentrated on recently (Brown, 2007a). Therefore, considering the

notion of WTC has become more vital in L2 settings (Matsuoka & Evans, 2005). Kang

(2005) conducted a qualitative study of the situated WTC of four adult male Korean

29

learners of English in the United States. Kang believes that for the purpose of reducing

anxiety in L2, teachers should create a friendly environment in classrooms. The situated

nature of WTC also has been researched by Cao and Philp (2006). They concluded that

there is no statistically significant relationship between the eight adult learners of English

self-reported WTC and their actual WTC as evidenced through observation of three

investigated the relationship betw

study showed that, among a sample of college students participating an intensive language

ree elements, motivation was the significant predictor of second

language WTC, followed by integrativeness. Attitudes toward the learning situation did not

appear to prognosticate second language WTC.

Birjandi and Amiri (2011) utilized a modified version of WTC to study the notion

meetings. They reported that familiar situations with familiar people can make Iranian

students more willing to talk in a FL setting. Research on WTC is not confined to EFL

-

English major university students. The participants of their study were selected from

students of humanities (Arabic language and literature, social sciences, and geography) and

Engineering students (computer, electronic, mechanic, industrial, and chemistry

engineering). They concluded that two predictors of L2 WTC in Iranian community are

self-confidence and attitudes toward international society. Maftoon and Amiri (2012)

studied the notion of willingness to communicate among Iranian kids. They believe that in

an EFL situation like Iran teaching English to kids is so hard to manipulate. Pourjafarian

(2012) investigated the relationship between socio-economic factors, i.e. parental

occupations, cultural capital, and willingness to communicate in Iranian English teaching

classrooms. She applied various quantitative and qualitative analyses to analyze the data.

The results showed remarkable evidence that there was a strong relationship between

willingness to communicate in English and socio-economic orientation and language

accomplishments.

30

In another study, Riasati and Noordin (2011

perception of elements that affect their willingness to speak English in language

classrooms. They found that variables such as topic of discussion, interlocutor, teacher,

class atmosphere, personality, and self-

willingness to communicate.

The results of show that the main cause of poor speaking

skills of Russian students is their unwillingness to communicate. Due to many factors,

Morozova (2013) concludes that WTC needs to be a significant element of SLA. He

believes that the basic proposition is to reduce the language obstacle and build a powerful

WTC. Only then, will it be imaginable for students to be fluent speakers and not to be

afraid of communicating in any conditions.

language barrier and develop a durable willingness to communicate.

In addition, in another study, Fallah (2013) found that

study. She concluded that among all types of motivation, intrinsic

motivation is the most significant indicator for learners to talk in classroom settings.

Fatemipour and Shirmohamadzadeh (2014) state that if communication apprehension in

EFL contexts increases, willingness to communicate will decrease. They found a significant

relationsh

(2014) investigated five reasons of learning a foreign language: personal knowledge, school

achievement, travel, friendship and job related. Their findings showed that the function of

all five variables was correlated with WTC.

the application of all

and speaking fluency and concluded that both students and teachers can utilize WTC as an

instrument to improve fluency level in speaking. Mahmoodi and Moazam (2014) found that

FL Arabic students who were more willing to communicate were rather good at L2

31

talk. The goal of study

willingness to communicate when they had a chance and whether WTC pattern could

indicate the relations among communication, social-psychological and linguistic variables.

The findings of his study showed that WTC is

-

with their WTC. ) study showed that shyness has a relationship with

language learning motivation. But motivation does not have a relationship with willingness

to communicate. Besides, shyness does not have a relationship with willingness to

communicate either. The results of the t-test analysis of study

showed that shy and non-shy learners demonstrate various kinds of motivation, but they do

not reveal various levels of willingness to communicate.

intrinsic and extrinsic

-

dwindle WTC (MacIntyre, 2007). Furthermore, Naderifar and Esfandiari (2016) found that

have a positive correlation with their willingness

statistically correlated. Aliakbari, Kamangar and Khany (2016) examined the impact of

several variables such as anxiety, self-confidence, communicative competence and

ward the international community, their perceived

linguistic competence and self-

communicate. Aliakbari and Mahjoob (2016) studied 30 upper intermediate learners from

an English language Institute.

willingness to communicate are not related meaningfully.

In short, as the review of the related literature in the above sections indicated, the

l, and willingness to

communicate have been investigated in relation with some variables such as the

improvement of education and speaking anxiety. However, in none of the studies reported,

all these variables have been explored in one single research in an effort to find any

32

significant relationship among the variables. So, the present study was aimed to investigate

such relationships.

33

Chapter Three: Methodology

3.1 Introduction

This chapter aims to explain the methodology, the participants, the instruments and the

procedure which were employed for data collection and analysis.

3.2 Participants

The participants of the present study included 120 intermediate Iranian EFL learners who

studied English as a foreign language in English Language Institutes of Qazvin (Kish

Mehr,Safir,Tolo Mehr). All of the participants( 40 males and 80) females were native

speakers of Persian, and their age ranged from 19 to 30 years old. The participants were

selected through cluster sampling based on availability. All of the participants were

homogenized by institute authorities in terms of their English language proficiency level.

3.3 Instruments

In order to collect data and answer the research question of the present study, the following

three instruments were used:

1. The first instrument utilized in this study was a speaking anxiety questionnaire

developed by Chowdhury (2014). This questionnaire is a 25-item scale in which each item

is scored on a 5 point scale where 1=Entirely disagree, 2=Disagree, 3=Not sure, 4=Agree

and 5=Entirely agree. The participants had to choose the suitable number based on their

opinion for each item. The reliability index of the questionnaire was estimated,using

Chronbac .88.A copy of the questionnaire is given in Appendix D.

34

2. The original framework of the Willingness to Communicate Questionnaire was

from MacIntyre et al,. (2001). A modified version of the Likert-type questionnaire

communicate inside classroom. According to MacIntyre et al. (2001), the questionnaire is

he scale comprises 25 items on a Likert type scale which range

from strongly disagree (1) to strongly agree (5) .The learners were asked to indicate how

eager they are to communicate in English classes.The reliability of the translated version of

questionn .013.A copy of

the questionnaire is given in Appendix E.

3. Mindfulness Attention Awareness Scale (MAAS) (designed by Brown & Ryan,

2003), which is a noticeable scale amongst the most prevalent measures of Mindfulness,

comprises 15-items. Earlier studies have shown that this scale has a high reliability index

s (Khojaste, Fallah, & Shahraki, 2014). The participants react to

each item on a 6-point Likert scale from "almost always" to "almost never". It covers two

subscales which contain consideration (10 items) and awareness (5 items). This scale was

translated into Persian and was adjusted to our par

particular necessities. The reliability of the translated version of the questionnaire was

.752. A copy of the questionnaire

is given in Appendix F.

3.4 Procedure

The following procedure was followed to achieve the goal of the present research.

First, 120 EFL intermediate language learners who studied English in Qazvin language

institutes were selected through cluster sampling and largely based on availability. In order

to remove probable anxiety, all the individuals were informed of the purpose of the study.

The participants were also selected based on their OPT scores which had been administered

earlier by the institutes. Then, the participants were asked to fill out the speaking anxiety

questionnaire of Chowdhury (2014), the Willingness to Communicate Questionnaire of

MacIntyre, Baker, Clement, and Conrod (2001) and Mindfulness Attention Awareness

Scale (MAAS) of Brown and Rayn (2003). The researcher collected the three

questionnaires filled out by the participants to consider the extent of students' degree of

35

mindfulness, willingness to communicate and speaking anxiety. The participants had 20

stions about the items

were answered.

3.5 Data analysis

To analyze the obtained data and to answer research questions, Pearson correlation was

used.

36

37

Chapter Four: Results and Discussion

4.1. Introduction

The present study aimed at determining the relationship between

mindfulness, willingness to communicate and speaking anxiety. So, the scores of the

questionnaires were tabulated and subjected to a series of statistical analyses (Pearson

correlation) to provide answers to the research questions formulated previously in chapter

one. The findings are reported and discussed in this chapter.

4.2. Results

The Participants of the present study were supposed to fill out three questionnaires of

speaking anxiety and mindfulness as well as willingness to communicate. Before using

Pearson correlation, the researchers checked the assumptions of linearity. With regard to

the first research question (whether there is any statistically significant relationship between

speaking anxiety), Pearson correlation was run.

Table 1 and Graph 1 below show the correlation between the two variables. It is evident

statistically significant but negative (r = -0.39, p < .0005). The results of the analysis show

s, their speaking anxiety decreases.

38

Table 4.1: Pearson Correlation between Mindfulness and Speaking Anxiety

mindfulness Speaking

anxiety

mindfulness Pearson Correlation 1 -.39

Sig. (2-tailed) .000

N 120

Figure 4.1: The Graphic Representation of the Relationship between Mindfulness and Speaking

Anxiety

With regard to the second research question (whether there is any statistically

39

communicate), Pearson correlation was used. Table 2 shows the correlation coefficient

between the two variables. Table 2 makes it clear that the correlation between mindfulness

and willingness to communicate is very low and statistically insignificant (r = .01, p > .05).

The graphic representation of the relationship between the two variables is also shown in

Graph 2.

Table 4.2: Pearson Correlation between Mindfulness and Willingness to Communicate

mindfulness wtc

mindfulness Pearson Correlation 1 .01

Sig. (2-tailed) .86

N 120

Figure 4.2: The Graphic Representation of the Relationship between Mindfulness and WTC

40

The third research question aimed to investigate the relationship between Iranian

correlation was used. Table 3 shows the correlation coefficient between the two variables.

Table 3 shows a low, negative, and statistically insignificant relationship between speaking

anxiety and willingness to communicate (r = -.10, p > .05). The graphic distribution of the

scores is also shown in Graph 3.

Table 4.3:

Communicate

wtc Speaking anxiety

wtc Pearson correlation 1 -.10

Sig. (2-tailed) .21

N 120

Figure 4.3: The Graphic Representation of the Relationship between Speaking Anxiety and

WTC

41

4.3 Discussion

With regard to the first research question, (whether there is any statistically significant

the result of

the data analysis showed a statistically significant negative relationship between the two

variables.This finding of the present study is in line with the outcomes of Kabat-

s (2006) study, which

support the idea that mindfulness has the capacity to remove indi

depression.

In addition, the result of the present study is in line with that of Ludwig and Kabat-

Zinn (2008), Siegel (2010) and Willis (2007), who showed the effect of mindfulness on the

reduction of anxiety. Also, this finding seems to accord with that of Vujanovic, Zvolensky,

Bernstein, Feldner and McLeish (2007), who concluded that mindful participants may show

lower agoraphobia and anxiety. The finding of the present study is also in line with that of

Flook, Goldberg, Pinger, Bonus, and Davidson (2013), who reported that mindfulness can

findings are in line with the finding of the present study. They reported that higher levels of

mindfulness resulted in lower levels of anxiety. In addition, Brown and Ryan (2003) found

that self-noticed levels of mindfulness can have an impact on various forms of psychiatric

disorders.

-based treatment.

The findings of the present research support previous research indicating negative

associations between mindfulness and psychological distress (e.g. Brown & Ryan, 2003;

Burton et al., 2013; Mueller, 2011). In addition, Coffey, Hartman and Fredrickson (2010)

believe that mindfulness c

more capable of tolerating harsh states (Borkovec, 2002). In addition, this finding is in line

with that of , who reported that anxiety can be assuaged through

the mechanism of mindfulness,

feelings. Furthermore, this study is in line with that of Mental Health Foundation of New

Zealand (2012), which suggest that mindfulness practices can decrease the harsh effect of

rning area.

42

Anti-procrastination is another consequence of being mindful. Mindfulness has a positive

(Sheikholeslami, Dortaj, Delavar & Ebrahimi Ghavam,

2014).

According to Drost (2012), procrastination can induce weak performance. It can

cause procrastinated decision- making and decrease well-being as well. Mindfulness can

decrease anxiety and depression; therefore, it can reduce procrastination and increase

willingness to talk indirectly.

As another finding of the present study, there was no significant relationship

This finding is

in contradiction with that of Dane (2010), who reported that mindfulness has a positive

association with task performance and

This finding is also contrary to the finding of

-esteem and decrease

-esteem increases, they become more willing to

communicate with others. This finding is also incompatible with that of Luberto et al.

-

in challenging conditions. This finding is also in contradiction with that of Beshai,

McAlpine, Weare and Kuyken (2016) indicating tha - made

for teachers is an encouraging way to reduce stress and enhance welfare and self-kindness

among secondary school instructors. Furthermore, in terms of the third research question,

the findings of this study showed that willingness to communicate is not related to speaking

anxiety. This finding does not support the outcomes of many studies which showed that

speaking anxiety is negatively correlated with scores on WTC (e.g., Chu, 2008; MacIntyre,

1994; McCroskey & Richmond, 1987; Wu & Lin, 2014). In addition, this result of the

present study is not in line with Yashima's (2002) willingness to communicate model,

which shows that greater willingness to communicate is related to lower anxiety and higher

study seems not to accord with that of Fatemipour and Shirmohamadzadeh (2014) and

Aliakbari, Kamangar and Khany (2016), who reported that the relationship between

communication apprehension and willingness to communicate is significantly meaningful.

43

Furthermore, Dornyei and Kormos (2000) showed positive correlations between a

measure of WTC and the level of English exhibited while presenting a communicative

activity by learners with high task attitude; however, there was a near zero correlation in the

learners with low task attitudes. In addition, the relationship between communication

apprehension, which is directly related to oral communication anxiety, and WTC has been

investigated in many studies, and all of them have shown a negative relationship between

second language WTC and anxiety (Gardner & MacIntyre, 1993; Ghonsooly, Khajavy &

Asadpour, 2012; Hashimoto, 2002; MacIntyre & Clément, 1996; Yashima, 2002).

The reason that the findings of the present study are not in line with that of

Albrecht, Albrecht et al., (2012) findings and findings maybe

Luberto et al. (2013)

carried out their study with teachers and psychology students who were more mature than

the participants of the present study who were students of institutes. As

(1996) finding showed, foreign language anxiety increases enormously as students proceed

to higher educational levels. Occhipinti (2009) believes that most adult learners are aware

of the significant role of speaking in learning a language. That is why fear of making

mistakes forces them to be silent or reserved. I may also have

affected the findings of the present study. As McCroskey and Richmond (1982) explained

in their shyness model, individuals who are shy tend to be silent and unwilling to

communicate. Another reason might be the idea th may have affected

their willingness to communicate and made them orally inactive. The participants of the

present study were all native students of Persian. Levine (2003) suggests that monolingual

background students experience more anxiety than bi-or multilingual background students.

Therefore, cultural differences may be considered as a factor contributing to such

differences in the findings. The reason that the findings of the present study are not in line

with that of Ghonsooly, Khajavy and Asadpour (2012) and also Hashimoto (2002) may be

because of the , the participants were all

college students but in the present study, the participants were students of institutes.

According to Mahmoodzadeh (2012), come

more knowledgeable in areas of grammar, vocabulary and other language components.

44

However, they might also become more anxious in producing oral output in classrooms

than less proficient students.

effect of their gender. Rafek, Ramli, Iksan, Harith and Abas (2014) found that females

suffer higher anxiety levels in comparison to male students. Also, Mahmoodzadeh (2012)

interlanguage system and speaking

anxiety. He found that students relate their speaking anxiety experienced in the classroom

setting to their interlanguage meaning system, not interlanguage grammar or phonology

system. He also reported that female participants experience more FL speaking anxiety than

males. Therefore, gender differences may be considered as a factor contributing to such

differences in the findings. However, in the prese

gender. Perhaps that is why the effect of speaking anxiety on willingness to communicate

has been neutralized.

45

Chapter Five: Conclusion and Implications

5.1 Summery of the findings

The results of the study can be summarized as follows:

1. Three questionnaires were given to the intermediate EFL participants of

the study. After scoring, Descriptive Statistics was run. Thus the first null hypothesis

ness have negative

relationship.

2. Concerning the second null hypothesis, the results also indicated that

mindfulness and WTC have positive relationship. So, the second null hypothesis was

rejected.

3. Concerning the third null hypothesis, the findings of the study showed

that willingness to communicate is not related to speaking anxiety. So, the third null

hypothesis was rejected.

5.2. Conclusion

The present study sought to investigate the relationship between Iranian intermediate EFL

mindfulness, willingness to communicate (WTC) and speaking anxiety. Based on

the findings, it may be concluded that

mindfulness treatment can be useful in classroom settings. The finding of the present study

reinforces Kabat- -based Stress Reduction (MBSR)

program, which highlights the effect of mindfulness on the reduction of anxiety. However,

level of WTC was insignificant. In the present study, mindfulness was not viewed as

46

positively as it was claimed for persuading students to communicate in classroom settings.

With regard to this finding, it may be concluded that if we want to persuade students to

communicate, it is better not to pay attention to mindfulness a lot, and we had better use

other techniques that are more conducive to

practices of attentive awareness in mindfulness programs have an impact on reducing

sed on the present study,

mindfulness was not related to individu As

In this study, may be associated with

many other elements. According to

toward

in different social situations. In addition, McIntyre et al,. (1998) believe that situational

elements

MacIntyre et al. (1998) point out that WTC is under the effect of some social situations

and interpersonal relationships. As Barjesteh, Vaseghi and Neissi (2012) reported, familiar

situations with familiar people can make Iranian students more willing to talk in a FL

setting. Furthermore s (2014) findings suggest that the

function of all five variables as personal knowledge, school achievement, travel, friendship

and job related was correlated with WTC. Based on the above, it is concluded that, in order

in addition to mindfulness we can pay more

attention to other elements mentioned in the literature review section.

As mentioned earlier, the findings have shown an insignificant relationship

. So, it seems that speaking anxiety is not the

communicate, speaking anxiety is one such factor. For instance, the statistical analysis of

and Naderifar and

According to Riasati

and Noordin (2011 f elements that affect their

47

willingness to speak English in language classrooms include teachers, interlocutors, topic

of discussion, class atmosphere, personality, and self-perceived speaking skill. Students

may not be willing to communicate partially due to the teacher-centered environment in

Iranian EFL context. As Chowdhury (2014) claims, teachers are able to alleviate the

pressure of anxiety during oral-

5.3 Implications of the study

The findings of the present study may have implications for learners, teachers and material

developers. The findings of the present study highlight the importance of the formal and

informal assessment of students in ELT contexts since teachers might use inappropriate

teaching programs,

communicate and academic achievements as well.

Teachers can play a crucial role in helping students to control their speaking anxiety

and in concentrating on their activities in classrooms. Furthermore, the concept of

mindfulness can provide useful information for instructors, testing agencies and syllabus

and material designers. They can utilize the findings to develop materials and course books

ntion and awareness and to reduce their anxiety in classrooms.

5.4 Suggestions for further research

For those who are interested in conducting research in the same area, the following points

are suggested:

1. This study was the first to investigate the relationship between mindfulness,

. Furthermore, the participants

were institute students only; therefore its generalizability is limited. Replications of this

research could target other communities for providing stronger relationships among

variables investigated in this research.

2. This study did not aim to examine the age and sex of the participants. Therefore,

other studies might take these variables into consideration.

3. This study was examined with intermediate level students; other studies can be

48

done with advanced level students as well as school students.

4. This study was done with a relatively small group of students. Further research

can be done in the same area with larger samples.

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Appendix A: Speaking Anxiety Questionnaire

Instruction: Each of the items has 5 points scale where 1= Entirely disagree, 2= Disagree, 3=

Not sure, 4= Agree, 5= Entirely agree. Tick the appropriate number for your opinion

about each statement.

No. Statements

En

tire

ly d

isagre

e

Dis

agre

e

Not

sure

Agre

e

En

tire

ly a

gre

e

I feel anxious to speak in English because

(1-13)

1. My pronunciation is not good. 1 2 3 4 5

2. My knowledge of English vocabulary is inadequate. 1 2 3 4 5

3. My knowledge of English grammar is inadequate. 1 2 3 4 5

4. I believe making mistake or error while speaking will

make me look funny or inferior to others. 1 2 3 4 5

5. I have a fear of failing in my speaking test. 1 2 3 4 5

6. I face difficulties to speak on something in English

during test that I have not practiced before. 1 2 3 4 5

7. I try to memorize my presentation script and

sometime I get stuck or forget word. 1 2 3 4 5

8. I believe that my peers are more fluent in speaking in

English than me. 1 2 3 4 5

9. I have a fear of speaking with someone whose English

is better than mine. 1 2 3 4 5

10. I think speaking in front of people will make me

prominent among others. 1 2 3 4 5

11. I do not get enough chance to practice English outside

my classroom. 1 2 3 4 5

12. My parents expect me to be proficient in the language,

which creates a huge pressure on me. 1 2 3 4 5

13. I feel uncomfortable to communicate with someone

from opposite sex. 1 2 3 4 5

(14-17)

14. My teacher interrupts me while speaking in English to

correct my errors instantly. 1 2 3 4 5

67

15. I cannot communicate with others in English because

I did not get chance to practice speaking in English in

my previous school/college.

1 2 3 4 5

16. I cannot continue my speaking in English on a topic

because of my lack of knowledge about that particular

topic.

1 2 3 4 5

17. I try to speak in English perfectly like native speakers

but in reality I cannot do so. 1 2 3 4 5

18. Due to the effect of language anxiety, I cannot

continue speaking activities in English in class. 1 2 3 4 5

19. Due to speaking anxiety, sometime I suffer from

embarrassment, feelings of helplessness, fear, going

blank etc.

1 2 3 4 5

20. Due to speaking anxiety, sometime I suffer from

excessive perspiration, rapid heartbeat, muscle

tension, dry mouth etc.

1 2 3 4 5

21. Due to language anxiety I do not like to communicate

with others in English. As a result I remain silent and

isolated in class.

1 2 3 4 5

22. I feel less anxious to communicate with others in

English when my teacher is patient, facilitative,

friendly and use positive attitude towards learners.

1 2 3 4 5

23. I feel less anxious to communicate with others in

English when my teacher uses warm up activities like

song, games etc in class.

1 2 3 4 5

24. I feel less anxious to speak in English when my

teacher uses group or pair activities in class. 1 2 3 4 5

25. I feel less anxious when I find the opportunity to make

friendship with classmates, share my feelings of

anxiety and practice speaking activities in English

with them.

1 2 3 4 5

68

Speaking Anxiety Questionnaire (The Persian Version)

69

70

Appendix B: Willingness to Communicate Questionnaire

The following questions ask about your willingness to communicate in learning the

English language. Remember,

There is no right or wrong answers, just answer as accurately as possible. Use the scale

below to answer the questions.

1= strongly disagree (SD) 2=disagree (D) 3=no idea (NI) 4=agree (A) 5=strongly agree

(SA)

No. Questionnaire Strongly

disagree

Disag

ree

No

idea

agree Strongly

agree

1. Learning English is really interesting for me.

2. I wish I could speak many foreign languages.

3. Studying English is important; because I could understand the

new world better.

4. I would like to go abroad and learn more about foreign

countries and cultures.

5. The more I learn English, the more I want to study it.

6. I desire to learn an L2 in order to take part in the social

community of L2-users.

7. Speaking and communicating in English with others is not

difficult.

8. I keep up to date with English by working on it almost every

day.

9. I think learning English is not just grammar and vocabulary.

10. I do not prefer an English class which is teacher-centered and

student are silent.

11. In order to improve my English, I am willing to talk in English

with my classmate inside the class.

12. In order to practice my English, I am interesting in

communicating with others outside the class.

13. Learning of English provides opportunities to introduce

Iranian rich culture to foreign countries.

14. I prefer to be silent in classes, because talk in English in class

makes me anxious.

15. When I am studying English, I ignore distractions and pay

attention to my task.

16. I am willing to ask and answer questions in English in the

class.

17. I would like to participate in class discussions to show my

English competence.

18. I am relaxed to give presentation in English in front of my

71

classmates.

19. I am willing to express my opinions and feeling in English in

private and public occasions.

20 I send message and email in English to my friends and

teachers.

21. When talking in English in class, I lose my confidence and

concentration.

22. I have a strong desire to know all aspects of the English

language.

23. I watch and listen to English music, films and news.

24. If I encounter native and non-native English speakers, I

hope an opportunity would arise and they

would talk to me.

25. If I encounter native and non-native English speakers, I

would find and excuse and talk to them.

Willingness to communicate questionnaire (Persian version)

72

73

Appendix C: Mindfulness questionnaire

Day-to-Day Experiences Instructions: Below is a collection of statements about your everyday experience. Using the

1-6 scale below, please indicate how frequently or infrequently you currently have each

experience. Please answer according to what really reflects your experience rather than

what you think your experience should be. Please treat each item separately from every

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

74

Mindfulness questionnaire (Persian Version)

75

Appendix D: Reliability of speaking anxiety questionnaire

Case Processing Summary

N %

Cases Valid 101 84.2

Excludeda

19 15.8

Total 120 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's

Alpha N of Items

.088 26

76

Appendix E: Reliability of WTC questionnaire

Case Processing Summary

N %

Cases Valid 98 81.7

Excludeda

22 18.3

Total 120 100.0

a. Listwise deletion based on all variables in the

procedure.

Cronbach's

Alpha N of Items

.013 26

77

Appendix F: Reliability of Mindfulness questionnaire

Reliability

Case Processing Summary

N %

Cases Valid 106 88.3

Excludeda

14 11.7

Total 120 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's

Alpha N of Items

.752 15