Effects of affective variables and willingness to communicate on students’ English-speaking performance in Thailand

Recently, Willingness to Communicate (WTC) has been explored and proposed be one of the key concepts for identifying when decides initiate communication in target language. The attention, nonetheless, concentrated on how WTC interacts with other learners’ variables. This study, hand, intends offer empirical evidence direct roles affective variables (self-confidence, anxiety, motivation, grit) (WTC inside classroom, outside a digital setting) Thai students’ English-speaking performance. data were obtained from 35 undergraduate students (17.1% males; 82.9% females) using survey questionnaire. Then, speaking test was taken an English Communication Skills course analysed correlation hierarchical regression. results disclosed positive correlations among self-confidence, grit, setting, performance, negative grit. However, motivation only significant predictor findings some implications teachers improving