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Description
This study aims to investigate English-major students’ readiness for real-world English use in an ESL-oriented context at HUFLIT University, focusing on three dimensions: communicative competence, willingness to communicate, and L2 self-confidence. Data were collected from 160 English-major students using a questionnaire. Descriptive statistics were employed to examine learners’ overall readiness and their distribution across the three dimensions. In addition, one-way ANOVA was conducted to explore differences in readiness across academic year and self-rated English proficiency, while Pearson correlation analysis was used to examine the relationships among the three dimensions. The findings revealed that students demonstrated a high level of overall readiness toward ESL orientation. While no significant differences were found across academic years, the level of readiness varied significantly according to English proficiency levels. Furthermore, strong positive correlations were identified among the three dimensions. These findings suggest that enhancing learners’ readiness to use English as a second language requires not only the development of language competence but also the fostering of confidence and a supportive environment that encourages active communication.
Keywords: Learner readiness; ESL-oriented context; willingness to communicate; L2 self-confidence
