The relationship between students' classroom perceptions, willingness to communicate and self-efficacy beliefs

This research was conducted to investigate the relationship between university students' perceptions of the classroom environment, their willingness to communicate (WTC), and their self-efficacy beliefs in English in EFL context. The data of the research were gathered from English Preparatory Programme students studying at Fırat University School of Foreign Languages. Three questionnaires measuring the students' classroom environment perceptions, their willingness to communicate (WTC) in English and their English self-efficacy beliefs were used to collect the relevant data. Descriptive and correlational research designs were used to analyse the data. The results of the study have revealed that the students have a positive overall perception of their classroom environment, they are willing to communicate in English and they have a positive perception of their self-efficacy beliefs and find themselves quite efficient in English language. The correlational analysis have demonstrated in terms of the main aspects of the present study (classroom environment perceptions, WTC and self-efficacy beliefs) that there is significant and moderately positive correlation between the students' English self-efficacy beliefs and their level of willingness to communicate in English. On sub dimensional level, student cohesiveness aspect of the classroom environment, which is concerned with friendship among students, has been found very weakly and negatively correlated with participants' willingness to communicate. In addition, individualization aspect of the classroom environment, which refers to learner centeredness, has been found weakly and positively correlated with participants' self-efficacy beliefs.