Exploring the Interplay of Willingness to Communicate and Motivation among Pakistani ESL Undergraduate Students

This study attempts to investigate the relationship of willingness to communicate with language learning motivation and self-perceived speaking ability among Pakistani ESL undergraduate Students in Gilgit-Baltistan region. The data were collected from 200 undergraduate students using convenience sampling methods from public and sector universities in Gilgit-Baltistan using a survey questionnaire. The data were analyzed through descriptive statistics and correlation analysis. The results of the study revealed that Pakistani ESL students have moderate level of willingness of communication, language learning motivation and foreign language learning anxiety. A negative correlation was found between students’ willingness to speak and their levels of foreign language learning anxiety, as their willingness to communicate decreased when the foreign language learning anxiety increased. However, a positive correlation between willingness to communicate and language learning motivation was established, as an increase in motivation resulted in an increase in willingness to communicate in the ESL classroom. The findings have important implications for ESL teachers, curriculum designers and material developers in the second or foreign language teaching context.