The effect of teacher encouragement on Turkish high school EFL learners' L2 willingness to communicate (l2WTC)

This research aimed to determine the English-speaking willingness of students in a public school in Türkiye and examined how teachers influence these desires. The study focused on how student-teacher interactions affect language learning processes, emphasizing that teachers, in addition to traditional teaching roles, also assume the role of learning advisors. A mixed-method research design was adopted in the study. The participants, 40 high school students, were selected using a convenience sampling method from a high school in Van, Türkiye. Willingness to Communicate (WTC) Scale, What is Happening in This Class (WIHIC) Questionnaire and Semi-Structured questions were utilized as data collection tools. Statistical analyses were conducted applying the IBM SPSS (Statistical Package for the Social Sciences) Statistics 22.0 program, with a significance level set at 0.05. The quantitative data analysis of the research included statistical methods such as testing the normal distribution of variables, t-test, ANOVA, Pearson Correlation Analysis, Simple Linear Regression Analysis, and Multiple Linear Regression Analysis. Quantitative data analysis revealed positive relationships between classroom climate, teacher support, student cohesiveness, and the WTC in English. Qualitative data analysis uncovered themes such as motivation, positive feedback, personal interest, teacher encouragement, interactive classroom activities, and daily English communication, influencing students' WTC in English. The results highlighted the need for a positive classroom climate, interactive teaching methods, and supportive teacher communication styles to enhance students' English language learning experiences.