Аннотация
This study aims to examine Foreign Language Classroom Anxiety (FLCA) and Willingness to Communicate (WTC) among Kazakhstani undergraduate EFL learners majoring in English, taking into account their self-rated English proficiency. Both FLCA and WTC are crucial affective factors that influence the effectiveness of foreign language acquisition. Although English is widely regarded as a global language and many students choose it as a pathway toward their future careers, relatively few studies have focused on these phenomena among English majors in Kazakhstan. To address this gap, the study employed a mixed-methods approach, including questionnaires administered to 72 participants and semi-structured interviews with 11 individuals. Quantitative analyses revealed significant negative correlations between FLCA and WTC (r = –.533, p < .01) as well as between FLCA and proficiency (r = –.477, p < .01). Qualitative thematic analysis identified five key sources of anxiety: communication apprehension, fear of negative evaluation, test anxiety, fear of public speaking, and the negative emotional influence of teachers. These findings have important theoretical and pedagogical implications. Theoretically, the study contributes to the broader understanding of affective variables in second language acquisition (SLA) by providing empirical evidence on how FLCA and WTC interact within the Kazakhstani EFL context. Practically, the findings suggest that supportive teaching environments can help alleviate anxiety and enhance learners’ willingness to communicate and underscores the importance of addressing FLCA through positive classroom dynamics and targeted interventions. Future research should consider additional factors, such as motivation, cultural factors, and out-of-classroom experiences in relation to foreign language classroom anxiety (FLCA) and willingness to communicate (WTC). Investigating these factors in other contexts, such as among learners of Kazakh and Russian, and speakers of minority languages in Kazakhstan, could provide valuable insights. Keywords: language anxiety, willingness to communicate, language proficiency, EFL learners, affective factors, fear of public speaking, fear of negative evaluation, test anxiety.