exploring the association between efl learners' autonomy and willingness to communicate across gender

Autonomy can be considered as one of the most important factors which cause learners’ success and failure. however, the empirical studies with a focus on learners’ autonomy to initiate communication in english as a foreign language (efl) context have been under-researched. thus, the present study investigated the relationship between efl learners’ autonomy and their willingness to communicate (wtc) across gender. to this end, a total of 100 intermediate learners (50 males and 50 females) studying at iran language institute (ili), urmia, iran, participated in the study. the modified version of macintyre, baker, clement, and conrod s (2001) wtc questionnaire and also kashefian’s (2002) learner autonomy questionnaire were administered to the participants. the collected data was analyzed using pearson-product moment correlation coefficient test and independent samples t-test. based on the findings of the present study, it was revealed that there was a significant positive correlation between efl learners’ autonomy and their wtc. furthermore, the results of the study indicated that the gender makes a significant difference on autonomy of efl learners and their wtc, that is, autonomy and wtc were stronger in female learners. the findings of the study had a number of theoretical and practical implications for practitioners and teachers and shed light on enhancing efl learners’ autonomy and wtc.