Abstract

Second language learning is influenced by cognitive and affective factors that are linked to the use of strategies, attitudes and personality features that affect learning. This study aimed to analyze the relationship between willingness to communicate in English, communication strategies used to cope with speaking difficulties, and fear of negative evaluation. 575 undergraduate students at the basic and intermediate levels of English took part in the study. The Willingness to Communicate Questionnaire, the Oral Communication Strategy Inventory and the Brief Fear of Negative Evaluation Scale were distributed to collect the data. The research was carried out under a correlational, cross-sectional, and non-experimental design. Spearman's correlation coefficient revealed the existence of positive correlations between the communication strategies and the willingness to communicate. Negative correlations were also found between the majority of communication strategies and fear of negative evaluation. Furthermore, a weak correlation between fear of negative evaluation and willingness to communicate was observed.