Rationale
Since 1989, English has emerged as the most popular foreign language in Vietnam, significantly influencing the country's political, economic, and socio-cultural landscape This popularity stems from Vietnam's diplomatic relationships with 174 countries and extensive global trade ties, making English essential for communication in various organizations Furthermore, English serves as a gateway to advancements in science, technology, and commerce, reflecting the growing demand for proficiency in the language As Vietnam undergoes modernization, industrialization, and globalization, citizens are presented with opportunities to enhance their education and living standards, while also facing the challenge of meeting increasing social demands for English fluency in professional and academic settings.
Modern language pedagogy emphasizes the importance of effective communication, focusing on training learners to use the target language actively In classrooms that adopt a communicative approach, teachers encourage student participation, as research indicates that a lack of willingness to communicate (WTC) leads to poor interaction and language production Thus, WTC is crucial in second or foreign language acquisition MacIntyre et al (1998) developed a heuristic model of WTC in L2, illustrating the interplay of various affective factors that influence learners' willingness to engage in authentic communication, highlighting the complexity of this system.
Factors influencing students' willingness to communicate (WTC) in English classrooms are interconnected variables that significantly affect their engagement in second language (L2) communication According to MacIntyre et al (1998), a heuristic model highlights the relationship between students' intentions to communicate and their actual communication in L2 settings Understanding these factors is essential for enhancing student participation and improving language learning outcomes.
Most research on willingness to communicate (WTC) has been focused on Western countries, with limited studies in the context of English as a Foreign Language (EFL), where learners often lack immediate linguistic needs to use English in daily life Consequently, it is crucial to explore the factors that influence language learners' opportunities and readiness to engage in speaking activities within the classroom setting.
Aims and objectives of the study
(1) Exploring the extent to which students are willing to communicate in English classes; and
(2) Identifying factors that might affect students‟ willingness to communicate in English classes
These two aims are specified into the following objectives:
(1) Gaining understanding of how students participate in English speaking tasks in the classroom
(2) Finding out why students participate in classroom tasks and the way they do
Research Questions
In order to achieve the above aims and objectives, the study was designed to find out answers to the following research questions:
1 How willing are the students to communicate in English in the classroom according to their self-reports?
2 What factors likely affects the students‟ willingness to communicate in the classroom?
Factors influencing students' willingness to communicate in the English classroom are critical for enhancing language learning These factors include individual student characteristics, classroom environment, teacher support, and peer interactions Understanding these elements can help educators create a more conducive atmosphere for effective communication in English By addressing these factors, teachers can significantly improve students' engagement and confidence in using the language.
Scope of the study
This study focuses on the participation of students in classroom speaking tasks at a private university, examining the various factors that influence their engagement As such, it primarily employs a survey methodology to gather insights on student involvement.
A mixed-method approach was adopted in this study to achieve its aims and objectives
In the quantitative phase of the study, the researcher conducted a questionnaire survey with randomly selected participants from four level 3 classes, each comprising 30 students, to assess their overall willingness to communicate (WTC) For the qualitative aspect, 16 students were randomly chosen to explore the factors affecting their WTC.
120 students who had completed the questionnaire to take part in the individual interviews (four from each class).
Design of the study
This thesis consists of three chapters
Chapter One examines existing literature and research pertinent to the study's research questions, presenting essential theoretical insights into Willingness to Communicate (WTC) in a second language (L2) It highlights significant findings from empirical studies on L2 WTC and summarizes prior research efforts Consequently, two research questions are formulated for further exploration.
Chapter Two outlines the methodological framework of the study, utilizing a mixed-method design to enhance data richness from various viewpoints Key research tools, including the WTC questionnaire and semi-structured interviews, are highlighted Additionally, this chapter details the processes for data collection and analysis.
Chapter Three presents significant findings derived from a comprehensive analysis of the research data, incorporating both quantitative and qualitative research methods It includes insights gained from a content analysis of interview data, culminating in a summary of the study's key findings.
This thesis examines the various factors influencing students' willingness to communicate in English within the classroom setting It explores how individual attitudes, classroom environment, and teacher-student interactions contribute to students' engagement in English communication Additionally, it highlights the significance of motivation and anxiety levels, which play crucial roles in shaping students' willingness to participate actively Understanding these factors can enhance teaching strategies and improve student outcomes in language learning.
LITERATURE REVIEW
Definition of Willingness to communicate (WTC)
Willingness to Communicate (WTC) is a crucial concept in Second Language Acquisition (SLA), originally introduced in the context of first language communication as a stable, personality-based trait (McCroskey & Richmond, 1991) Defined as the probability of an individual initiating communication, particularly in speaking (MacIntyre & Charos, 1996), WTC serves as a significant goal in second language instruction, facilitating language learning and reflecting an internal psychological state with social implications It represents a culmination of cultural and individual processes, where the intention to communicate often predicts actual communicative behavior (MacIntyre, 1994) In the context of L2, WTC is viewed as a situational variable that can change depending on the context, defined as the readiness to engage in discourse at a given time with specific individuals in a second language (MacIntyre et al., 1998) Specifically, in the L2 classroom, WTC is characterized as a student's intention to interact in the target language when the opportunity arises (Oxford, 1997).
According to Dürnyei (2003), merely possessing competence in a second language (L2) is insufficient; learners must also have the willingness to communicate in the L2 Research indicates that a learner's willingness to communicate (WTC) significantly impacts their frequency of active engagement in L2 communication (Clement et al., 2003; Yashima et al.).
2004) Thus MacIntyre et al (1998) propose that WTC in L2 should be
Factors influencing students' willingness to communicate in English classrooms are essential for effective language instruction Understanding these factors helps in creating a comprehensive framework that describes, explains, and predicts second language (L2) communication behavior This research emphasizes the importance of fostering an environment that encourages student interaction and engagement in English, ultimately enhancing their language learning experience.
Heuristic Model of WTC in L2
MacIntyre et al (1998) introduced a pyramid-shaped model that outlines various linguistic and psychological factors affecting willingness to communicate (WTC) in a second language (L2) This model integrates conceptualization, intergroup communication processes, and the element of time WTC is defined as a behavioral intention to engage in L2 communication with a specific individual The model distinguishes between immediate situational factors, such as the desire to communicate and confidence at a specific moment, which occupy the upper layers of the pyramid, and enduring influences like intergroup motivation and personality, which form its foundation This framework highlights the complex interplay of affective variables that influence WTC in L2, offering insights for predicting second language communication.
The initial comprehensive model of willingness to communicate (WTC) in a second language (L2) by MacIntyre et al (1998) views WTC as a situation-based variable, emphasizing its state-level rather than trait-level nature (MacIntyre, 2007) However, this model has a significant limitation, as noted by MacIntyre (2003), because it presents a one-dimensional pyramid structure that fails to capture the complex interrelationships and varying importance of its components (Dürnyei, 2005) Additionally, the transition from distal influences to proximal effects is not merely hierarchical; social situations can sometimes directly influence WTC, bypassing proximal factors entirely.
Factors influencing students' willingness to communicate in English classrooms are critical in understanding language acquisition This thesis explores various elements that affect students' engagement and participation in English language learning Key determinants include individual motivation, teacher support, classroom environment, and peer interactions By examining these factors, the study aims to enhance communication strategies and foster a more conducive learning atmosphere for students Understanding these dynamics can lead to improved educational practices and better outcomes in language proficiency.
Figure 1: MacIntyre et al.’s heuristic model of WTC in L2 (1998)
Numerous research studies have explored the intricate pyramid model of willingness to communicate (WTC) in both Western and Asian contexts Notably, MacIntyre and colleagues conducted empirical research in Canadian immersion settings, identifying key factors influencing WTC, such as communication anxiety and perceived communicative competence For instance, Baker and MacIntyre (2000, 2003) compared immersion (n = 71) and non-immersion programs (n = 120), revealing that anxiety and perceived competence were strong predictors of WTC and communication frequency among students learning French as a second language Additionally, a study by MacIntyre et al (2003b) further confirmed these findings among university students, emphasizing the critical role of these factors in enhancing WTC.
This thesis explores the factors influencing students' willingness to communicate in English classrooms Key aspects include the role of classroom environment, teacher support, peer interactions, and individual motivation Understanding these factors can enhance communication skills and overall language proficiency among students The study emphasizes the importance of creating a positive and supportive learning atmosphere to encourage active participation in English language learning.
A study involving 59 participants compared French immersion and non-immersion students regarding their willingness to communicate (WTC), communication anxiety, perceived competence, integrative motivation, and communication frequency, utilizing a questionnaire for measurement Results indicated a strong correlation between WTC and motivation in the immersion group, while the non-immersion group showed the opposite trend In the immersion group, WTC was influenced by communication anxiety but not by perceived competence, whereas in the non-immersion group, perceived competence predicted WTC without the influence of communication anxiety These findings support the pyramid model, highlighting the direct relationship among communication anxiety, perceived competence, and motivation with WTC Recent studies across various EFL contexts, including those in China, Turkey, and Korea, reinforced that WTC is significantly predicted by motivation, attitudes towards the international community, and perceived linguistic self-confidence Additionally, research by Peng (2007b) on Chinese college students revealed that motivation was the strongest predictor of L2 WTC, with integrative motivation contributing minimally, and attitudes towards the learning environment not being predictive Thus, Peng emphasized the critical role of motivation in enhancing learners' persistence in both L2 acquisition and communication within EFL settings.
This thesis explores the factors influencing students' willingness to communicate in English within the classroom setting Key elements affecting this willingness include students' confidence, anxiety levels, and the classroom environment Additionally, teacher support and peer interactions play crucial roles in enhancing communication readiness Understanding these factors can help educators create more effective teaching strategies that promote active participation and improve language learning outcomes.
Cetinkaya's (2005) research explored the applicability of MacIntyre et al.'s (1998) model in understanding the relationships among social-psychological, linguistic, and communication variables within the Turkish EFL context at the tertiary level, involving 356 participants Utilizing a hybrid approach that integrated both quantitative and qualitative methods, the study employed questionnaires and interviews to gather data It focused on the interconnections between students' willingness to communicate (WTC) in a second language (L2), motivation, communication anxiety, perceived communication competence, attitudes toward the international community, and personality traits Qualitative interviews were conducted to further enrich and clarify the quantitative findings.
A study utilizing structural equation modeling demonstrated a significant relationship between students' willingness to communicate (WTC) in a second language (L2) and their attitudes, as well as their perceived linguistic self-confidence Unlike Peng's (2007b) findings, which indicated no connection between attitudes towards the international community and WTC, this research highlighted that students' motivation to learn English and their levels of introversion or extroversion indirectly influenced their WTC through linguistic self-confidence.
Empirical studies on second language willingness to communicate (L2 WTC) support the applicability of MacIntyre et al.'s heuristic model across various contexts Research predominantly employs quantitative methods, such as structural equation modeling, to analyze the causal relationships between WTC and its antecedents These studies highlight the significant impact of affective and individual variables, including motivation, perceived linguistic self-confidence, and language attitude, on students' WTC Due to time and resource constraints, this study specifically focuses on these key factors influencing students' WTC in the classroom.
Factors affecting students‟ WTC
This section offers a thorough review of empirical research aimed at understanding the factors influencing willingness to communicate (WTC) in a second language (L2) Over the past decade, numerous studies have been conducted to explore the determinants of L2 WTC, providing valuable insights into this complex relationship.
This study explores the various factors influencing students' willingness to communicate (WTC) in English classrooms, focusing on individual differences (ID) variables such as personality, self-confidence, attitudes, and motivation Research indicates that self-confidence is a significant predictor of L2 WTC, while other factors like personality traits, L2 attitudes, international posture, gender, age, social support, and learning environments also play crucial roles Additionally, elements such as security, excitement, responsibility, and the overall classroom environment further impact WTC The article will discuss the four most significant factors identified in prior research that affect students' willingness to engage in communication during class.
Clément (1986) defined self-confidence as encompassing perceived competence and a lack of anxiety, which are enduring personal traits In contrast, MacIntyre et al (1998) introduced the concept of state communicative self-confidence, characterized as a temporary feeling that can fluctuate in specific situations, such as during evaluations where an L2 speaker may feel anxious and less competent despite generally high self-confidence Furthermore, MacIntyre et al differentiated L2 self-confidence as an overall belief in one’s ability to communicate effectively in a second language, influenced by self-evaluation of language skills and anxiety associated with L2 usage This relationship highlights the importance of communicative competence and experience in shaping self-confidence in language learning.
Factors influencing students' willingness to communicate in English classrooms significantly contribute to their self-confidence A higher perception of one's communicative competence correlates with increased self-confidence, which may enhance willingness to communicate in a second language (L2).
Early empirical research on second language willingness to communicate (L2 WTC) by MacIntyre and Charos (1996) identified self-confidence as the primary factor influencing L2 WTC They suggested that a student's willingness to engage in L2 communication is shaped by their perception of language proficiency, available opportunities for use, and a sense of ease regarding speaking.
Research by McCroskey and Richmond (1990) indicates that introverted individuals communicate less frequently than extraverts, suggesting that the introversion/extraversion personality trait influences willingness to communicate (WTC) Introverts, being less socially active, do not feel the same need for communication as extraverts, who value social interaction and are more inclined to engage in communication Although MacIntyre et al (1998) do not view personality as a direct factor affecting second language (L2) WTC, it indirectly influences WTC through variables like attitudes, motivation, and confidence For instance, a student with an authoritarian personality may be less likely to engage with the L2 community, demonstrating that personality traits can affect linguistic self-confidence and, consequently, L2 WTC.
A number of L2 researchers such as Gardner, MacIntyre, Spolsky have claimed that language attitude is one of the most important factors in predicting the level of
Factors influencing students' willingness to communicate in English classrooms play a crucial role in second language acquisition (SLA) According to Gardner (1980), language attitudes significantly affect students' engagement and motivation in learning Understanding these factors can enhance teaching strategies and improve communication skills among learners, ultimately leading to greater success in language proficiency.
The term "attitude" encompasses an individual's instincts, feelings, biases, preconceived notions, fears, and convictions regarding a specific topic In the context of second language acquisition (SLA), research indicates that positive attitudes toward the learning environment significantly contribute to successful language learning L2 students who maintain a positive outlook often view language learning as enjoyable and beneficial, which enhances their motivation to engage actively in classroom activities Naiman et al (1975) demonstrated a strong correlation between students' attitudes and their willingness to participate in class, as well as the effort they dedicate to learning a second language Those with favorable attitudes are more likely to volunteer in class and report higher levels of study commitment.
Active participation and effort in second language (L2) learning are likely to lead to more significant outcomes for students Therefore, language attitude plays a crucial role in predicting success in second language acquisition (SLA).
Gardner (1985, 1988) emphasizes that motivation is a crucial factor in predicting success in second language acquisition (SLA) He suggests that motivated L2 students engage more actively and personally in their learning, facilitating successful language acquisition Given the significance of motivation in SLA, it is essential for educators and researchers to comprehend the reasons behind L2 students' desire to learn their target language.
To explore factors of influencing the L2 student‟s motivation, Gardner and Lambert
In 1959, Gardner and Lambert distinguished between instrumental and integrative motivation in language learning Instrumental motivation is characterized by a learner's desire to acquire a second language (L2) for practical purposes, such as achieving good grades, securing employment, or obtaining promotions Conversely, integrative motivation reflects a learner's interest in connecting with the culture and community of the language they are studying.
The willingness of students to communicate in English classrooms is significantly influenced by their motivation, particularly the distinction between integrative and instrumental motivation According to Gardner and Lambert (1959), integrative motivation is crucial for successful second language acquisition (SLA), as it encourages students to engage actively in the classroom and seek interactions with members of their target language community This active participation enhances their proficiency, especially in oral skills Research indicates that students with positive attitudes towards foreign languages, driven by integrative motives, tend to excel in developing their oral communication abilities and find their learning experiences more rewarding compared to those lacking such motivation.
Classroom WTC in L2
Researchers such as Dornyei (2005) and MacIntyre et al (1998, 2003) emphasize that fostering willingness to communicate (WTC) should be a primary objective of language instruction Given its significance in language teaching, it's crucial to explore WTC within the context of second language (L2) classrooms, particularly by analyzing the factors that influence learners' WTC Recent studies have increasingly focused on WTC in L2 environments, examining various aspects, including learners' perceptions of their WTC during class activities in both ESL and EFL contexts.
Research has examined learner perceptions of willingness to communicate (WTC) in language classrooms House (2004) explored how various factors influence WTC among ESL learners through diaries and interviews over a 5-week period The study involved six learners who documented their experiences, revealing that their perceptions significantly impacted their WTC in L2 The findings indicated that learners' willingness to engage in L2 communication was closely tied to their ability to recognize and seize suitable opportunities for interaction Additionally, the research identified several key factors that affect WTC in language learning contexts.
Factors influencing students' willingness to communicate (WTC) in English classrooms include perceived politeness, physical locality, the presence of the opposite sex, mood, and discussion topics, though these are considered minor influences House's study was pivotal in voicing learners' perceptions of WTC Cao and Philp (2006) revealed that self-reported WTC does not always predict actual classroom behavior, as their research showed variations in WTC across different interactional contexts, influenced by group size, familiarity with peers, topic interest, and learner confidence This underscores the effectiveness of classroom observation in assessing situational WTC Liu's (2005) study on Chinese tertiary students identified factors hindering WTC, such as lack of practice, low proficiency, self-confidence issues, anxiety, cultural beliefs, personality traits, and fear of losing face, emphasizing the need for strategies to enhance students' WTC in the classroom.
Weaver's (2004) research explored the situational factors influencing willingness to communicate (WTC) in second language (L2) classrooms, focusing on various task types The study involved 1,104 Japanese learners at the tertiary level and utilized a unique questionnaire created by the researcher, diverging from the traditional WTC scale by McCroskey and Richmond (1990) This approach aimed to better understand the dynamics of learners' willingness to engage in L2 communication.
The study investigates factors influencing students' willingness to communicate (WTC) in English classrooms, highlighting significant variations in WTC across 17 different speaking situations and tasks The findings suggest that the type of task plays a crucial role in affecting WTC in second language (L2) settings A review of recent WTC research indicates a strong connection to the comprehensive theory proposed by MacIntyre and colleagues in 1998 However, it is important to note that this research primarily utilizes a quantitative approach, relying on self-report questionnaires and statistical analysis to explore causal and correlational relationships between WTC and its predictors.
This thesis explores the various factors influencing students' willingness to communicate in English within the classroom setting It examines linguistic, psychological, and social elements that impact student engagement and participation Understanding these factors is crucial for enhancing communication skills and fostering a more interactive learning environment The study emphasizes the importance of creating supportive classroom dynamics to encourage students to express themselves confidently in English By addressing these factors, educators can improve overall language acquisition and student motivation in English language learning.
RESEARCH MOTHODOLOGY
Methodological Approach
Designing a mixed-method research design involves effectively combining quantitative and qualitative research approaches Quantitative research focuses on numerical data and generalizations across populations, providing reliable and replicable results, but often lacks sensitivity in exploring the underlying reasons for observations In contrast, qualitative research offers valuable insights into uncharted areas and the natural context of phenomena, though its findings may not be broadly applicable As a result, mixed-method research, which integrates both quantitative and qualitative methods, has gained popularity, allowing researchers to achieve a more comprehensive understanding of complex phenomena by merging numeric trends with detailed contextual insights, ultimately leading to a multidimensional perspective on second language acquisition.
Combining qualitative and quantitative approaches in this study enhances the depth and significance of answers to the research question, allowing for more comprehensive conclusions about the issue at hand The research design is adapted from Cao's 2009 study, which explored the dynamics of willingness to communicate (WTC) among English students in New Zealand.
The willingness of students to communicate in English classrooms is influenced by various factors, as explored in a thesis on linguistics Key elements affecting this willingness include students' confidence levels, their motivation to learn the language, and the classroom environment Additionally, the role of teacher support and peer interactions significantly impacts students' engagement in communication Understanding these factors is essential for enhancing English language teaching strategies and fostering a more interactive learning atmosphere.
Participants and context
This research involved 120 non-major students from four Level 3 English classes at Haiphong Private University, selected through random sampling Participants, aged 19-22, had studied English for three years in junior high and were in their first or second year of university, expected to have developed basic speaking skills However, due to limited opportunities to practice English outside the classroom, particularly with foreigners, their communicative abilities may be underdeveloped The Vietnamese Ministry of Education aims to enhance students' overall English proficiency, focusing on listening, speaking, reading, and writing skills As emphasized by MacIntyre et al (1998), fostering learners' willingness to communicate is essential in language teaching Consequently, the Vietnamese classroom increasingly incorporates communicative interaction through group and pair work, promoting students' communicative competence, making this student population suitable for the study's objectives.
Data collection
For the quantitative part of the study, the researcher randomly selected four different classes at level three to take part in the questionnaire survey
In the qualitative phase of this study, the researcher conducted individual interviews with 16 randomly selected students from a total of 120 participants who completed a questionnaire, ensuring a diverse representation by choosing four students from each class The sampling method employed for these interviews was simple random sampling, allowing each of the 120 students an equal opportunity to be selected.
“an equal and independent chance of being selected” (Fraenkel&Wallen, 2000)
This article explores the various factors influencing students' willingness to communicate in English within the classroom setting Understanding these factors is crucial for enhancing language learning experiences and fostering effective communication skills among students The research highlights the importance of psychological, social, and contextual elements that play a significant role in students' engagement during English classes By identifying these factors, educators can implement strategies to improve student participation and confidence in using the English language.
The researcher randomly selected interview participants to include both willing and less willing-to-communicate students The oral English class, conducted weekly for forty-five minutes, was taught by professionally qualified native Vietnamese English teachers, each holding at least a Master's Degree in Pedagogical Teaching Methodology Interview data were recorded using an MP3 recorder.
A questionnaire is a widely used tool for gathering data on attitudes and opinions from large participant groups, particularly in Second Language Acquisition (SLA) research Its advantages include systematic and disciplined data collection, ease of construction, versatility, and the ability to quickly gather substantial information in a usable format (Dürnyei, 2007) Additionally, utilizing a questionnaire aligns well with the research objectives of the study.
In this study, we utilized Cao's (2009) questionnaire, which comprises 15 items assessing students' willingness to engage in communication tasks during class The tasks included in the questionnaire were designed to be familiar and easily imaginable for students, varying in cognitive demand Participants were instructed to rate their willingness to initiate communication in each scenario on a percentage scale from 0 to 100% To enhance comprehension and completion, the questionnaire was translated into Vietnamese.
To gain a comprehensive understanding of Vietnamese students' willingness to communicate in English and the influencing factors, qualitative interviews were conducted to elaborate on the results obtained from the questionnaire.
Factors influencing students' willingness to communicate in English classrooms include individual motivation, classroom environment, teacher support, and peer interactions Understanding these elements is crucial for enhancing student engagement and fostering effective communication skills By addressing these factors, educators can create a more conducive learning atmosphere that encourages active participation and boosts students' confidence in using English.
To investigate the attitudes of selected students towards the English-speaking international community, the researcher conducted interviews with 16 randomly selected students from a pool of 120 participants The interviews took place in a quiet environment, specifically the teachers' lounge, and consisted of fifteen questions from the WTC Interview Questions (refer to Appendix).
To enhance the validity of the interviews and accommodate interviewees who may struggle with English or prefer not to speak it, all interviews were conducted in Vietnamese by the researcher.
The researcher prioritized the completion and collection of WTC questionnaires, ensuring participants understood that their involvement was voluntary and would not impact their academic performance or grades They were assured of the anonymity and confidentiality of their responses Completing the questionnaires required approximately seven minutes of class time.
The data collection process included face-to-face interviews with 16 randomly selected participants from four classes Participants received the interview questions a day in advance to prepare their responses They were informed about the study's purpose and assured of confidentiality Conducted in a quiet lounge, each interview lasted between ten to fifteen minutes and was recorded using an MP3 player.
The study utilized questionnaire data to assess the overall willingness to communicate (WTC) among selected participants Quantitative data from these questionnaires underwent factor analysis, leading to the identification of themes that were subsequently compared with those derived from qualitative interviews The qualitative analysis aimed to uncover factors influencing the participants' willingness to communicate in English within the classroom setting Finally, the research findings will be juxtaposed with existing studies in the field to highlight similarities and differences.
Factors influencing students' willingness to communicate in English classrooms are critical for enhancing language acquisition Key elements include students' motivation, anxiety levels, and the classroom environment Additionally, teacher support and peer interactions significantly impact students' confidence and participation Understanding these factors can lead to more effective teaching strategies that promote active communication and engagement in English language learning.
FINDINGS AND DISCUSSION
Findings
This chapter presents the analysis results and discussions related to the study's research questions The data were gathered through self-report questionnaire surveys from 120 participants, complemented by interviews with eight selected individuals who completed the surveys.
The article analyzes quantitative data collected through questionnaire surveys, presenting key findings in tabular form Additionally, it discusses insights gained from individual face-to-face interviews conducted for qualitative content analysis.
A study at Hai Phong Private University investigated students' willingness to communicate (WTC) in English using a 15-item questionnaire The scoring system assigned 100 points for the highest level of WTC and 0 points for the lowest Higher scores on the WTC scale indicate a stronger willingness to communicate in the classroom, with scores above 75 reflecting a consistent readiness to engage in English, while scores below 25 suggest a reluctance to communicate in the language.
A score of between 26 and 50 means that students are sometimes willing to communicate in English, while a score of between 51 and 74 implies that students are usually willing to communicate in English
The 15 items in the questionnaire are categorized into different groups to measure students‟ willingness to communicate in English in class All the questionnaire items were grouped into two broad categories
The factors influencing students' willingness to communicate in English classrooms are critical for effective language learning This study explores various elements that impact student engagement, including anxiety, motivation, and classroom environment Understanding these factors can help educators create supportive learning atmospheres that encourage active participation By addressing the barriers to communication, teachers can enhance students' confidence and proficiency in English Ultimately, fostering a willingness to communicate is essential for successful language acquisition and overall academic achievement.
Table 3.1: Less cognitively demanding and psychologically safe tasks
Always willing (AW)% Item 8 Say sorry when you are wrong 3.2 8.7 9.4 78.7
Item 11 Read aloud the conversations in
Item 12 Say thank you in English when your classmates help you
Item 14 Greet your classmates in English 8.7 14.2 14.2 63.1
Item 2 Answer a question when being called upon by the teacher
Table 3.2: More cognitively demanding and psychologically safe tasks
Always willing (AW)% Item 6 Present your own opinions in
Item 7 Participate in pair discussions in
Item 9 Helps others answer a question in
Item 15 Give a speech with notes in class 3.9 10.2 11.8 74.0
Item 4 Ask the teacher a question in
Item 1 Volunteer an answer when the teacher asks
Factors influencing students' willingness to communicate in English classrooms are critical for enhancing language learning These factors include individual learner characteristics, classroom environment, teacher attitudes, and peer interactions Understanding these elements can help educators create more effective communication strategies and foster a supportive learning atmosphere By addressing these factors, teachers can significantly improve students' engagement and confidence in using English.
Item 3 Talk to teacher in English before or after class
Item 5 Ask the teacher a question in
According to the findings presented in Tables 3.1 and 3.2, students exhibit a preference for interactional communication over transactional communication A significant majority expressed a willingness to engage in English during classroom activities when these tasks were less cognitively demanding and created a psychologically safe environment For instance, students felt comfortable using English to express apologies or gratitude, such as saying "sorry" when they made a mistake or "thank you" when receiving help from peers However, they showed the least inclination to communicate in English with their teacher in private settings, particularly when uncertain about course content Items reflecting low cognitive demand, such as the willingness to apologize in English, highlight this trend.
Expressing gratitude when classmates assist you, reading English conversations from the textbook, and greeting peers in English highlight that students are more inclined to engage in English communication when the speaking tasks are straightforward and manageable.
Table 2 also indicates that the AW frequency of the eight items comprising Item 6
The analysis of student participation in English communication reveals low willingness to engage in various classroom activities Specifically, tasks such as presenting opinions, giving speeches with notes, and asking questions in English—both publicly and privately—indicate that students often refrain from speaking Notably, four out of eight items focus on interactions with the teacher and responding to questions in class, highlighting a significant reluctance among students to communicate effectively in English during these situations.
The willingness of students to communicate in English classrooms is influenced by various factors Key elements include students' confidence in their language skills, the classroom environment, and the teaching methods employed Additionally, peer interactions and cultural attitudes towards English can significantly impact communication readiness Understanding these factors is essential for educators aiming to enhance student participation and improve language learning outcomes.
Students showed a greater willingness to communicate in English, particularly when responding to questions posed by their teachers This indicates that they are more inclined to engage in conversation when required, highlighting their readiness to participate in classroom interactions.
Research Question One examined the willingness of students to communicate in English based on their self-reports, revealing that tertiary students exhibit generally low levels of L2 willingness to communicate (WTC) This finding aligns with previous studies in Asian EFL contexts, such as those by Kim (2004) and Weaver (2005), which, despite using different methodologies, reported similarly low levels of L2 WTC among students The consistency of these results can be attributed to shared learning environments and cultural factors within Asia In foreign language contexts, L2 learners primarily acquire the language in the classroom, where they may encounter authentic materials but have limited opportunities to engage with native speakers, leading to a minimal role for the L2 in their daily communication.
In the Vietnamese EFL context, particularly in rural areas, students have limited opportunities to converse with native speakers and primarily learn English in classroom settings Given the scarcity of real-world communication opportunities, classrooms become the primary venue for practicing the language However, research indicates that students' overall willingness to communicate (WTC) in English is unsatisfactory Despite this low WTC, the students exhibit a strong willingness to use simple, formulaic expressions like "sorry" and "thank you," especially in low-pressure situations They also show a readiness to read dialogues and greet peers in English, suggesting that they are more inclined to engage in communication when tasks are less cognitively demanding and feel psychologically safe.
Factors influencing students' willingness to communicate (WTC) in English classrooms include language anxiety, particularly in Vietnam, where traditional teaching methods often involve reading aloud from set texts Familiarity with the material can alleviate anxiety and enhance WTC Activities like saying "sorry" or "thank you" in English are perceived as less daunting than spontaneous language production Ely (1986) emphasizes that merely encouraging risk-taking isn't sufficient; students need to feel psychologically safe in their learning environment As their sense of security grows, they are more likely to engage actively in class, which is crucial for developing their second language speaking abilities.
HPU students exhibit a strong reluctance to communicate in English with their teachers, both in private and in class, despite their willingness to engage in simpler tasks This behavior can be attributed to a longstanding cultural norm in Vietnam, where students traditionally do not ask questions or volunteer answers, often remaining silent or merely repeating the teacher's words Influenced by Confucian philosophy, which emphasizes respect for authority figures, Vietnamese students are hesitant to challenge or interrupt their teachers, leading to a reluctance to seek clarification or express uncertainties about course content.
Summary
This section presents a summary of the findings from both the quantitative and qualitative data of the study The quantitative analysis focused on determining the level of willingness to communicate (WTC) in a second language (L2) among Vietnamese tertiary students, while the qualitative analysis aimed to uncover the factors that may influence their L2 WTC.
A study of 120 students revealed that their self-reported willingness to communicate (WTC) in a second language (L2) was generally low The findings indicated that students were more inclined to engage in English communication when tasks were less cognitively demanding and felt psychologically safe This suggests that their actual L2 proficiency and self-perceived communicative competence significantly influence their WTC Interviews with eight randomly selected participants further confirmed that higher self-perceived competence boosts confidence, leading to an increase in L2 WTC.
The study's quantitative data reveals that participants showed a lower willingness to communicate with teachers during class but were more responsive when directly addressed This behavior may be attributed to the passive learning style of Vietnamese students and cultural values that emphasize face-protection, suggesting that these cultural factors significantly impact trait-level willingness to communicate (WTC).
In addition to L2 proficiency and cultural influence, this study uncovered several other factors that may impact HPU students' willingness to communicate (WTC) in a second language (L2) These factors, derived from interview data, include self-confidence, language attitude, self-perceived L2 proficiency, motivation, and personality traits This aligns with findings from previous research on L2 WTC, highlighting the multifaceted nature of language communication willingness among students.
This thesis explores the factors influencing students' willingness to communicate in English classrooms It examines various elements such as motivation, anxiety, and the classroom environment that affect students' engagement in speaking activities Understanding these factors is crucial for educators aiming to enhance communication skills in language learners The research highlights the importance of fostering a supportive atmosphere to encourage active participation and improve overall language proficiency By addressing these issues, teachers can better facilitate effective communication in their English language classes.
Concluding remarks
This study aims to explore the factors influencing students' willingness to communicate (WTC) in a second language (L2), focusing on self-confidence, personality, language attitude, motivation, and self-perceived L2 proficiency Unlike previous research, this study prioritizes learners' perspectives on L2 WTC in the classroom, rather than relying solely on self-report surveys to identify antecedents Furthermore, the research delves into the intricate relationships between these key factors and WTC, providing a comprehensive understanding of their impact on language learning.
The study reveals that students' willingness to communicate (WTC) in English is influenced by various factors, primarily their proficiency level and the nature of classroom tasks Students expressed limited oral communicative competence, citing challenges such as restricted vocabulary and speaking skills They showed a greater willingness to engage in less cognitively demanding tasks, like apologizing or greeting, while their participation in more complex transactional tasks was split, with around half willing to engage and the other half hesitant Notably, over 85% of students felt more confident speaking English when allowed to prepare notes Additionally, personality traits significantly impact WTC, as many students reported feelings of nervousness and fear of making mistakes, leading them to adopt avoidance strategies.
Pedagogical implications
This study provides detailed insights into Willingness to Communicate (WTC), offering valuable information for teachers' reflection and classroom practices The findings emphasize the significance of WTC as a crucial element in effective communication within educational settings.
The willingness to communicate (WTC) in English classrooms significantly influences students' second language acquisition (SLA), as highlighted by Kang (2005) Effective language teaching should prioritize fostering students' willingness to engage in communication, as this is crucial for their learning process Understanding the dynamics of WTC and its impact on classroom interaction can greatly benefit both instructors and learners In contexts such as Vietnam, where English as a Foreign Language (EFL) learning predominantly occurs in classrooms, enhancing students' WTC is essential for improving their overall language proficiency.
Teachers should tailor engaging tasks based on their understanding of students' willingness to communicate (WTC) Providing adequate preparation time before speaking activities is essential, as students expressed a preference for using notes while speaking English in the classroom.
Creating a friendly classroom environment is crucial for student engagement Many students hesitate to communicate due to nervousness or fear of making mistakes Therefore, teachers' tolerance for errors plays a vital role in fostering open communication and learning.
Limitations of the study and suggestions for further studies
The current study has notable limitations, primarily due to the small sample size of only sixteen learners interviewed This restricted sample hinders the ability to fully address the research questions and prevents the generalization of findings to a broader second language (L2) population.
As a result, further research incorporating a similar design, and a larger sample size, would be of value
The study relied solely on questionnaires and interviews for data collection, leading to findings based on students' self-reports However, it remains uncertain if these self-reports accurately reflect their actual participation in classroom communication in English, which could impact the study's reliability and validity Nonetheless, the findings still offer valuable insights.
Factors influencing students' willingness to communicate (WTC) in English classrooms include the necessity of designing communicative tasks that align with their proficiency levels and fostering a safe learning environment Implementing these strategies can significantly enhance students' WTC Future research should incorporate classroom observations and student diaries to improve the reliability and validity of findings.
This study primarily examined the speaking mode of L2 willingness to communicate (WTC) However, MacIntyre et al (1998) suggested that L2 WTC encompasses various communication modes beyond speaking To gain a more comprehensive understanding of L2 WTC, future research should explore its implications in listening, writing, and reading as well.
This thesis explores the various factors influencing students' willingness to communicate in English within the classroom setting It examines key elements such as anxiety, motivation, and classroom environment, which significantly impact students' engagement and participation in English language activities Understanding these factors is crucial for educators aiming to enhance communication skills and foster a more interactive learning atmosphere By addressing these influences, teachers can create strategies that encourage students to express themselves more freely in English, ultimately improving their language proficiency and confidence.
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This thesis explores the various factors influencing students' willingness to communicate in English within the classroom setting It highlights the significance of these factors in the context of second language acquisition, emphasizing their role in enhancing communication skills The research, conducted at Ohio State University, provides valuable insights for educators aiming to improve student engagement and interaction in language learning environments Understanding these determinants is crucial for fostering a supportive atmosphere that encourages effective communication in English.
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This article explores the various factors influencing students' willingness to communicate in English classrooms, focusing on linguistic aspects It examines how classroom environment, teacher support, and peer interactions contribute to students' engagement and confidence in using English Additionally, the study highlights the importance of motivation and anxiety levels in shaping students' communication behaviors Understanding these factors can enhance teaching strategies and improve student participation in language learning.
APPENDIX A: WTC Questionnaire (English version)
This thesis explores the various factors influencing students' willingness to communicate in English classrooms It delves into linguistic aspects and identifies key elements that impact student engagement and interaction Understanding these factors is crucial for enhancing communication skills in educational settings, ultimately fostering a more effective learning environment The research highlights the significance of motivation, classroom dynamics, and individual student characteristics in shaping their communicative behaviors.
Factors influencing students' willingness to communicate in English classrooms include various psychological, social, and educational elements Key aspects such as students' self-confidence, motivation, and anxiety levels significantly affect their participation Additionally, the classroom environment, teacher support, and peer interactions play crucial roles in fostering an atmosphere conducive to communication Understanding these factors can enhance teaching strategies and improve student engagement in language learning.
APPENDIX B: WTC Questionnaire (Vietnamese version)
Bạn đã học Tiếng Anh được bao lâu rồi? …
Trong bài viết này, chúng tôi sẽ hướng dẫn bạn 15 tình huống giao tiếp bằng tiếng Anh mà bạn có thể lựa chọn tham gia hoặc không Bạn sẽ có quyền tự quyết định mức độ sẵn sàng giao tiếp của mình trong từng tình huống bằng cách điền một số từ 0 đến 100 vào ô trống bên trái mỗi tình huống.
0% = KHÔNG BAO GIỜ sẵng sàng giao tiếp bằng Tiếng Anh 100%= LUÔN LUÔN sẵng sàng giao tiếp bằng Tiếng Anh
… 1 Sẵn sàng trả lời câu hỏi bằng Tiếng Anh khi được giáo viên hỏi trước lớp
… 2 Trả lời câu hỏi bằng Tiếng Anh khi được giáo viên gọi
… 3 Nói chuyện bằng Tiếng Anh với giáo viên trước và sau tiết học
… 4 Hỏi giáo viên 1 câu hỏi bằng Tiếng Anh trong lớp học
… 5 Hỏi giáo viên 1 câu hỏi bằng Tiếng Anh riêng tư
… 6 Trình bày ý kiến của mình bằng Tiếng Anh trước lớp
… 7 Tham gia làm việc theo cặp trong giờ Tiếng Anh
… 8 Nói Xin lỗi bằng Tiếng Anh khi bạn sai
… 9 Giúp các bạn khác trả lời câu hỏi Tiếng Anh
….10 Hát một bài hát Tiếng Anh 11 Đọc to đoạn hội thoại Tiếng Anh trong sách giáo khoa
….12 Nói Cảm ơn bằng Tiếng Anh khi được bạn giúp
….13 Giới thiệu bản thân bằng Tiếng Anh mà không cần nhìn vào ghi chú
….14 Chào bạn bằng Tiếng Anh
….15 Thuyết trình bằng Tiếng Anh khi có ghi chú
Factors influencing students' willingness to communicate in English classrooms are critical for enhancing language acquisition These factors include individual learner characteristics, classroom environment, and teacher support Understanding these elements can help educators create more effective communication strategies, fostering a positive atmosphere for language practice Enhancing students' confidence and motivation is essential for improving their engagement in English communication By addressing these factors, teachers can significantly impact students' willingness to participate actively in discussions and collaborative learning activities.
APPENDIX C: Semi-structured WTC Interview Questions (English version)
1 Have you ever had the chance to communicate with a foreigner in English?
2 How important is it for you to learn English?
3 How good are you at learning English?
4 What do you think your English level is like? What about your speaking skill in particular?
5 How motivated were you in learning English?
6 How much did you like learning English with your classmate?
7 How would you describe your personality (quiet or talkative, relaxed or tense)?
8 How competent do you think you were to communicate in English?
9 Did you feel confident when speaking English in class?
10 Were you afraid that other students would laugh at you when you were speaking English?
11 In what situation did you feel most comfortable (most willing) to communicate (in pair, in small group, with the teacher in a whole class)? why?
12 How do you like it if your teacher lectures in English?
13 Do you hope that your English teachers will speak English more in class?
14 Would you like to have more opportunities to speak English in class?
15 What do you think are the main factors that affect your willingness to speak English in class?
This thesis explores the various factors influencing students' willingness to communicate in English classrooms It examines how individual, social, and educational elements impact students' engagement and participation By analyzing these factors, the study aims to identify strategies that can enhance communication skills and create a more interactive learning environment Understanding these dynamics is crucial for educators seeking to improve language acquisition and foster a supportive atmosphere for language learners.