An Investigation of Willingness to Communication in ESL Classroom: A Quantitative Study of Elementary Students in Pakistan

This study investigates willingness to Communicate (WTC) in ESL classroom of elementary students of higher Secondary School Qazi Ahmed, Pakistan. This current study used close ended questionnaire, adopted from McCroskey (1992). The participants of the study belong to the higher Secondary School Qazi Ahmed. The current study has 300 participant from different grades like 100 learners from six grade, 100 from seven grades, and 100 participants belong to eight grades. These participants were all between11 year to 15 years of age. The data was analyzed through SPSS version 20 (statistical for social science) in order to find out the ratio and percentage of learners’ willingness to communication. The results revealed that a learner learns target language because he/she has to communicate with target community for different purposes. This study finds out the individual differences of learners’ willingness to communication (WTC) which is a basically free will for communication that promotes to the integrative motivation and some time, it prefers instrumental motivation to be used.

and drills which would be provided by the facilitators. Communication is an important agent of language survival in the world. MacIntyre (2007) argues that willingness to speak in second language using an authentic communication in target situation which reflects the success in language learning program. If the learners are unable to speak in language learning program then the program will consider it as a failure and unsuccessful. It is the most immediate responsibility and duty of guides and facilitators to create and increase the L2 WTC level among L2 learners. If his/her students are able to speak in target language then it is considered as successful guide. If his/her students are unable to speak then the program as well as guide is considered failure. So, the gist of second language learning depends on communication which would trigger out with the help of WTC construct.
According to Xie (2011), the high level of willingness to speak shows that the high level of speaking and low level of WTC shows low level of speaking. According to Maoz and Ellis (2008), L2 researcher agrees that those students who have possessed more WTC, they are more active in speaking and if the learners have lack of WTC, s/he has less communicative competency. However, higher WTC levels of students can easily create an opportunity to speak in target language and the learners who have less amount of L2 WTC. They are avoiding from communication in target language and usually lose the opportunity. MacIntyre and Gardner (1991) argue that WTC is necessary for L2 educationists and it is basic construct for language course. Educators should be careful when they prepare the language course. The course may be designed according to the level of student's willingness to communicate; because, language programs success depends upon learner's willingness to speak.So, it is necessary to judge learners' L2 WTC level before designing the language course.
According to Azar and Molavi (2013), WTC model has two types of factors which affect the learner's willingness to communicate in target language and both are different from each other. One is individual difference and other is situational factors. Individual difference concerned with learners personality aspects and second is situational factors which depend on environment and specific situation and learners have choice to speak with specific person at specific time.
According to Tousi and Khalaji (2014), if the educators want to increase the learners' willingness to speak in target language then it may understand variables which affect the learners' willingness to speak these variables will increase and decrees the learners' willingness to speak in target language. So, due to that fact of WTC variables, it is duty of designers to investigate the target learners' WTC variables before designing courses after complete investigation; the language course may also be designed according to WTC variables of target learners. After, some well-known English language teaching (ELT) situation in Pakistan and especially in Sindh, the following section would initiate the introduction of ELT in Pakistan. This study is undertaken to investigate the level of WTC of rural elementary learners in Sindh during class participation.

Research Methodology and Data Analysis
This current study used close ended questionnaire, adopted from McCroskey (1992). The research measures are taken from communication research measures based on WTC questionnaire. The participants of the study belong to the higher Secondary School Qazi Ahmed. The current study has 300 participant from different grades like 100 learners from six grade, 100 from seven grades, and 100 participants belong to eight grades. These all participants were from 11 year to 15 years of age. The data was collected through closed ended questionnaire. The researcher entered data into SPSS version 20 (statistical for social science) in order to find out the ratio and percentage of learners' willingness to communication. Researcher used MS excel as it is easy to be utilized; the MS excel data was applied in SPSS by coding and using likert scale point from descending to ascending method. The descending option of likert scale point applied in SPSS is almost never willing-1(ANW), sometime willing=2(STW), half of time willing=3(HTW), usually willing=4(UW), and almost always willing=5(AAW).

Findings of the Study
This study presented results through frequency and percentage by tables and graphic description.