Affective Filters, Willingness to Communicate, and Engagement in Oral Communication Tasks: A Multiple Linear Regression Analysis

Abstract

Poor engagement in oral communication tasks in English classes among students across the globe is a problem. This study determined the significance of affective filters and willingness to communicate in a school setting as predictors of engagement in oral communication tasks. Survey data were collected from 303 grade 11 students in four public senior high schools through convenience sampling. It is concluded that affective filters and willingness to communicate in a school setting are significant predictors of engagement in oral communication tasks, with a 39.2 % combined degree of influence, supporting the Self-Determination Theory (SDT). Further, a quantitative research study that replicates the use of SDT may be pursued to support or deny the theory. Future research may also explore using other variables not covered in the study to account for the 60.8% variance in the criterion variable. Likewise, qualitative research may be conducted to explore possible themes that may be utilized as additional variables. The study recommends that English teachers build up their students’ self-confidence, lower their anxiety levels, and encourage them to communicate with their teachers and classmates in English.