The Relationship Between Anxiety, Identity and The Environment Towards the Willingness to Communicate in English For Non- Native Speakers.

Abstract

The study aims to: (1) identify communication challenges among university students in English, (2) assess the frequency of
English language usage among students, and (3) determine motivating factors for English language communication among
university students. This study employed a quantitative approach utilizing SPSS for data analysis. Statistical techniques such
as summary statistics, frequency analysis, descriptive analysis, reliability analysis (Cronbach's Alpha), transformation of
variables, and correlation were utilized. Convenience sampling, a non-probability sampling method, was chosen due to time
and resource constraints, involving the collection of data from accessible members of the population. Questionnaires were
utilized as the primary data collection instrument, comprising four sections of close-ended questions. A total of 23
questionnaires were distributed to 31 respondents. The data collected were then analyzed using SPSS to explore relationships
and patterns within the dataset. Section 1 was constructed to identify the student's demographic information, which is related
to their gender, age, race, previous school, and mode of study. Section A was constructed to identify the willingness of nonnative
speakers to speak English. Section B was constructed to identify attributes that cause anxiety among non-native
speakers. The scale of the items used in this section is Strongly Agree (1), Agree (2), Neutral (3), Disagree (4), Strongly
Disagree (5). Section C was constructed to identify what are the effects of environment among the non-native speakers
towards their willingness to speak English. The scale of the items used in this section is Strongly Disagree (1), Disagree (2),
Neutral (3), Agree (4), Strongly Agree (5). Meanwhile, Section D was constructed to identify what are the effects of
environment among the non-native speakers towards their willingness to speak English. The scale of the items used in this
section is Strongly Agree (1), Agree (2), Neutral (3), Disagree (4), Strongly Disagree (5). Descriptive analysis was used to
identify, describe and explore the relationship between anxiety, identity and the environment towards the willingness to
communicate in English for non-native speakers among the students. The analysis of the relationship between anxiety and
willingness to speak English reveals a Pearson Correlation value of -.320. With this value being less than -1, the research
confirms the hypothesis. Consequently, it is concluded that there exists a negative relationship between anxiety and
willingness to speak English. This implies that as anxiety decreases, the willingness to speak English increases [r=-.320].
Similarly, when exploring the relationship between identity and willingness to speak English, a Pearson Correlation value of -
.046 was obtained. Despite being less than -1, the hypothesis was accepted. As a result, it is concluded that there is a negative
correlation between identity and willingness to speak English. This indicates that as identity decreases, the willingness to
speak English increases [r=-.046]. Furthermore, the investigation into the relationship between willingness to speak English
and the environment revealed a Pearson Correlation of 0.38. Since this value is less than 1, the hypothesis is confirmed. Thus,
it is concluded that there exists a positive correlation between the environment and willingness to speak English. This suggests
that as the environment becomes more conducive, the willingness to speak English increases [r=0.38]. This study reveals that
anxiety significantly impacts students' willingness to speak English, often leading to decreased confidence and nervousness
during communication. To support anxious individuals, fostering friendships and providing a supportive environment can mitigate communication fears. Additionally, identity plays a crucial role; their environment and cultural ties influence
students' willingness to speak English. Lastly, the proficiency level of students in English is influenced by educational systems
and teaching methods, suggesting a need for improvement in English language education to enhance students' language
proficiency from an early age.