Trang 1 THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES NGUYEN LINH CHI FACTORS INFLUENCING 10th GRADE STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH CLASSROOM AT A HIG
THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES NGUYEN LINH CHI FACTORS INFLUENCING 10th GRADE STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH CLASSROOM AT A HIGH SCHOOL IN BAC NINH PROVINCE MASTER THESIS THAI NGUYEN, SEPTEMBER 2023 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG ĐẠI HỌC SƯ PHẠM –––––––––––––––– NGUYỄN LINH CHI NHỮNG YẾU TỐ ẢNH HƯỞNG ĐẾN SỰ TỰ GIÁC GIAO TIẾP BẰNG TIẾNG ANH CỦA HỌC SINH LỚP 10 TẠI MỘT TRƯỜNG TRUNG HỌC PHỔ THÔNG Ở BẮC NINH Ngành: LL & PP dạy học bộ môn Tiếng Anh Mã số: 8140111 LUẬN VĂN THẠC SĨ Cán bộ hướng dẫn: TS Nguyễn Quỳnh Trang THÁI NGUYÊN - 2023 DECLARATION BY AUTHOR I hereby declare that this graduation project is based on my own original work except for quotations and citation that have been duly acknowledged I also declare that it has not been previously submitted for any other courses/degrees at Thai Nguyen University or other institutions Thai Nguyen, September 2023 Student Nguyen Linh Chi i ACKNOWLEDGEMENTS In completion of my thesis, I have received generous advice and a great deal of support from several people First of all, I would like to express my appreciation and deep gratitude to my supervisor, Dr Nguyen Quynh Trang who provided me with valuable advice from my first few days in the course and through the duration of my thesis to completion I also wish to thank all my teachers at the Thai Nguyen University for supporting me with a lot of knowledge and giving me the best environment to fulfill my thesis I really wish to express my thanks to teachers and students from Yen Phong 2 High school for their kind cooperation, their participation in giving valuable information, which considerably contributed to the completion of my work Finally, I owe my deep thanks to my dear family for their endless love, material and spiritual support throughout this research who always stand for me with their consideration and encouragement ii ABSTRACT The study intended to analyze the degree of influence of the elements on students' willingness to speak in English classroom and recommended some practical application to improve learners' communication abilities To meet the purpose, the study adopted Quantitative research and Qualitative research and research design with the participants of 150 students from three classes 10A3, 10A4 and 10A13 at Bac Ninh High School A questionnaire and interviews were the two main sources to collect data for the analysis The research revealed: 1 Willingness to communicate (WTC) of students was impacted by Subjective elements such as: Personality, Motivation, Confidence, Anxiety, Prepation, Mood; and Objective factors such as: Activity, Relationship with communicators, Classroom atmosphere, Topic 2 The most affects on students' WTC, which were Confidence, Personality, Relationships with communicators, and Classroom atmosphere The least influential factors included Topic and Mood The results also enabled the educational administration to grasp and understand the current condition and the key elements affecting students' voluntary communication in class, from which they came up with matching remedies to improve their efficacy in teaching and learning outcomes Furthermore, these research outcomes were imparted for other investigations as helpful reference to incorporated in their own articles iii TABLE OF CONTENT DECLARATION BY AUTHOR i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENT iv ABBREVIATIONS .v LIST OF TABLES vi LIST OF FIGURES vii Chapter 1: INTRODUCTION 1 1.1 Background of the study .1 1.2 Aims and objectives of the study 3 1.2.1 Aims 3 1.2.2 Objectives 3 1.3 Research questions 4 1.4 The scope of the study 4 1.5 The significance of the study 4 1.6 Research methods 5 1.7 Structure of this study 5 1.8 Summary .6 Chapter 2: LITERATURE REVIEW 7 2.1 Willingness to communicate 7 2.2 Factors affecting willingness to communicate (WTC) 9 2.2.1 Personality 13 2.2.2 Motivation 14 2.2.3 Anxiety .14 2.2.4 Confidence 15 2.2.5 Classroom atmosphere .15 2.2.6 Communication activities 15 2.3 The current state in vietnam research 16 2.4 Ways of teaching and learning WTC 17 iv 2.5 Identification and gaps 19 2.6 Summary .21 Chapter 3: RESEARCH METHODOLOGY 22 3.1 Research design 22 3.2 Locale of the study 22 3.3 Research question restage 23 3.4 Respondents and sampling procedure 23 3.5 Research instruments 23 3.5.1 Questionnaires 24 3.5.2 Interview 27 3.6 Data collecting procedure .27 3.7 Data analysis 28 3.8 Summary .31 Chapter 4: FINDINGS AND DISCUSSIONS 32 4.1 Realities of WTC among 10th grade students 32 4.2 Factors affecting the WTC of 10th grade students 34 4.2.1 Subjective Factors 35 4.2.1.1 Personality 35 4.2.1.2 Motivation .36 4.2.1.3 Confidence 39 4.2.1.4 Preparation 41 4.2.1.5 Anxiety 42 4.2.2 Objective Factors .45 4.2.2.1 Relationship with the object of communication .45 4.2.2.2 Communication Activities 46 4.2.2.3 Classroom atmosphere 48 4.3 Answering research questions 50 4.3.1 First research question .50 4.3.2 Second research question 57 4.4 Summary .58 v Chapter 5: CONCLUSIONS AND RECOMMENDATIONS .59 5.1 Conclusions 59 5.2 Some suggested solutions .61 5.2.1 Encourage active engagement from students in classcommunication and help them develop their self-confidence 61 5.2.2 Building a cordial and secure communication environment, minimizing students' apprehension when participating 62 5.3 Summary .66 REFERENCES 67 APPENDIX vi ANX ABBREVIATIONS AT CA Anxiety CAG Attitude EFA Class atmosphere EFL Correction and grading ELLE Exploratory Factor Analysis ELT English as a Foreign Language EM English Language Learning Experience HOT English Language Teaching IRF Embarrassment higher-order thinking KMO “I” stands for a start move, “R” response from L1 the students, “F” feedback from the teacher L2 Kaiser-Meyer-Olkin Measure LSC Native language M Second language MOTV Linguistic Self-Confidence PE Mood PR Motivation PSS Personality QR code Preparedness RWI Perceived speaking skills SC Quick response code SPSS Relationship with the interlocutor Ss Self-confidence STU Statistical Package for the Social Sciences T Social influence TT Students WTC Topic WTCE Task type Willingness to communicate Willingness to Communicate in English v LIST OF TABLES Table 3.1: Participation rate in surveys .28 Table 3.2: The Cronbach Alpha index .29 Table 3.3: KMO and Bartlett's Test 29 Table 3.4: Total Variance Explained 30 Table 3.5: Code table of factors affecting students' WTC 31 Table 4.1: WTC Descriptive Statistics 32 Table 4.2: PE 35 Table 4.3: CAG1 39 Table 4.4: SC Descriptive Statistics 40 Table 4.5: PSS Descriptive Statistics 40 Table 4.6: PR Descriptive Statistics 41 Table 4.7: PR .41 Table 4.8: EM Descriptive Statistics 43 Table 4.9: EM 44 Table 4.10: RWI Descriptive Statistics .45 Table 4.11: TT Descriptive Statistics 46 Table 4.12: CA Descriptive Statistics 48 Table 4.13: CA2 49 Table 4.14: WTC and RWI Correlations .51 Table 4.15: WTC and RWI ANOVAa 51 Table 4.16: WTC and CA Correlations .52 Table 4.17: WTC and CA ANOVAa 52 Table 4.18: WTC, TT Correlations and ANOVAa .52 Table 4.19: WTC and TT ANOVAa 53 Table 4.20: WTC and PSS, PR Correlations .53 Table 4.21: WTC and SC, PE, EM Correlations 54 Table 4.22: WTC and PSS, PE, SC, PR, EM ANOVAa 54 Table 4.23: WTC and CAG Correlations 54 Table 4.24: WTC and CAG ANOVAa 55 Table 4.25: WTC and T, M Correlations 55 Table 4.26: WTC and T, M ANOVAa .56 vi