may demonstrate for language learners a noteworthy chance to practice and improve their skills in the target language. On the other hand, Lee and Ng (2010) state that another classroom factor correlated with the willingness to speak is the teacher’s role and whether it can decrease student inhibition to participate in the second language class.

Since there have been numerous various approaches to the term risk taking, the effort to define it and its educational rationale have modified so much that research on learner differences has not come to a unified explanation of the term yet. In spite of this fact, one of the most general definitions of risk taking is found in the words of Beebe, one of the leading researchers in the field. In her analysis of risk taking, she attentively captures most of its essential characteristics. She characterizes the term as a “situation where an individual has to make a decision involving choice between alternatives of various desirability; the consequence of the selection is uncertain; there is a possibility of failure” (Beebe, 1983, p.39). Her definition of risk taking resonates with the observations of other authors, for example, Wen & Clément’s uncertainty of consequences and the choice of actions mentioned by Bem. Beebe (1983) does not comprehensibly clarify the pedagogical implication of risk taking; although, from her definition of the term, teachers and learners can conclude that the risk of being right or wrong, i.e. failure, is inherent to learning to speak a second language.