What Makes Students Speak? A Quantitative Study of Situational Willingness to Communicate and the Role of Extracurricular English

Abstract

The present study explores Swedish upper secondary students’ Situational Willingness to Communicate (WTC) in English, focusing on the classroom environment and the potential influence of Extracurricular English (EE). While previous research often emphasizes long-term or trait-like predictors of WTC, this study draws on Kang’s (2005) situational model to examine how immediate classroom conditions and the psychological antecedents security, excitement, and responsibility, shape students’ Situational Willingness to Communicate. Using a quantitative design, data were collected through a questionnaire distributed to 90 students across two schools. The survey measured Situational WTC, EE engagement, and motivational orientation. Results suggest that students are more willing to communicate in the target language in environments characterized by supportive relationships, small group settings, and engaging topics. EE activities, particularly writing in English, showed weak but statistically significant correlations with classroom WTC. Instrumental motivation also correlated weakly with certain WTC variables, suggesting that students with future-oriented goals may respond positively to teacher encouragement and structured environments. These findings highlight the importance of emotional safety, meaningful content, and student motivation in promoting WTC. Findings also underscore the teacher’s key role in shaping classroom dynamics. The study concludes with pedagogical implications for differentiated instruction and suggests directions for future research, particularly in the Swedish context where WTC is still underexplored.