Personality-Related Tendencies and Willingness to Communicate in English: Evidence from Libyan EFL Students in Different International Educational Contexts
Personality-Related Tendencies and Willingness to Communicate in English: Evidence from Libyan EFL Students in Different International Educational Contexts
DOI:
https://doi.org/10.37375/sujh.v16i1.4090Keywords:
Affective Filter, Communication Anxiety, Libyan EFL Learner, WTC, Personality-RelatedAbstract
This study investigates the relationship between personality-related tendencies and willingness to communicate (WTC) in English among Libyan EFL learners studying in different international educational contexts, including Libya, Turkey, and Northern Cyprus. Using a phenomenological approach, the study employed semi-structured Zoom interviews alongside a 48-item personality-related questionnaire to explore learners’ emotional experiences, communication anxiety, and social interaction patterns.
The findings reveal the existence of an “Extraversion–Anxiety Paradox,” in which learners demonstrate strong social motivation while simultaneously experiencing high levels of communication anxiety and fear of negative evaluation. The study also identifies the presence of a “Perfectionist Barrier,” characterized by excessive self-monitoring, fear of mistakes, and strategic silence during communication.
Comparative analysis suggests that learners studying abroad experience greater intercultural exposure but also increased psychological pressure during English interaction. Across all contexts, emotional safety and teacher–student rapport emerged as central factors influencing willingness to communicate. The study further highlights the continuing impact of communication environments on learners’ emotional comfort and participation patterns.
The findings contribute to current discussions on personality, affective variables, and online communication in EFL settings, particularly within Arab and international educational contexts.
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