The contribution of Teachers’ Classroom Management Style to Learners’ Willingness to Communicate

On the contribution of the construct of teachers’ classroom management style to learners’ willingness to communicate, this study explores how the construct of teachers’ classroom management style can predict learners’ willingness to communicate. Furthermore, it is also sought teachers with what classroom management style (i.e., interventionist vs. non-interventionist) can have more tendencies in promoting learners’ willingness to communicate. To this end, the researcher administered the Attitude and Beliefs on Classroom Control Inventory (Martin, Yin and Baldwin, 1999) and MacIntyre, Cle´ment, Do¨rnyei, and Noels’s (2001) willingness to administer questionnaires to 30 teachers and 50 students. Having collected the required data through these questionnaires, the researcher came to this point that the construct of classroom management style could not significantly predict learners willingness to communicate. However, findings revealed that teachers who used non-interventionist management style could more effectively encourage learners’ willingness to communicate. From among the insights the findings of this study can offer, teachers can be encouraged to adopt a non-interventionist management style to promote learners’ willingness to communicate more effectively.