The relationship among foreign language classroom anxiety, willingness to communicate and personality traits of EFL learners

This study aims to investigate the potential correlation between the Big Five personality traits, anxiety in a foreign language classroom, and willingness to communicate among EFL students enrolled in a preparatory program at a foundation university in Turkey. A total of 348 EFL learners completed the Willingness to Communicate (WTC) Scale, the Foreign Language Classroom Anxiety (FLCA) Scale, and the Quick Big Five Personality (QBFP) Test. Quantitative analyses revealed that the students exhibited a moderate level of willingness to communicate and anxiety, with agreeableness being the dominant personality trait among the learners. The results indicated a moderate negative correlation between foreign language classroom anxiety and willingness to communicate levels. Additionally, significant correlations were found between specific personality traits and anxiety as well as willingness to communicate. Furthermore, learners' gender and previous negative experiences in the foreign language classroom had a significant impact on their FLCA and WTC levels. Based on these findings, the study provides recommendations and pedagogical implications for teachers, administrators, and future research to enhance English language instruction.