This study examined the role of English instruction on students' willingness to communicate (WTC) in Oman's English foreign language (EFL) context. WTC in a second language (L2) is a multi-faceted construct that integrates psychological, linguistic, and communicative variables to describe, explain, and predict students' communicative behaviour in an L2. This quantitative study employed a survey to assess L2 WTC key variables of informants from Year 1 (116) and Year 4 (88) English major students in higher education. A t-test analysis revealed that Year 4 students had higher WTC in English than Year 1 students, and they also had less communication anxiety than Year 1 students. Conversely, Year 1 students had higher self-perceived communication competence and tended to communicate more frequently than Year 4 students. They also tended to be more motivated than Year 4 students and had higher positive attitudes toward their learning situation, English- speaking community, and interest in foreign language learning. Surprisingly, the data revealed no significant differences in all those variables between Year 1 and Year 4 students.

This study examined the role of English instruction on students' willingness to communicate (WTC) in Oman's English foreign language (EFL) context. WTC in a second language (L2) is a multi-faceted construct that integrates psychological, linguistic, and communicative variables to describe, explain, ...