Factors affecting students’ willingness to communicate in english classroom

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYỄN HƯƠNG GIANG FACTORS AFFECTING STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH CLASSROOM MASTER’S THESIS IN EDUCATION Nghe An, 2017 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYỄN HƯƠNG GIANG FACTORS AFFECTING STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH CLASSROOM (TESOL) FIELD CODE : ENGLISH TEACHING METHODOLOGY : 60140111 MASTER’S THESIS IN EDUCATION SUPERVISOR: Assoc Prof., Ph.D LÊ VĂN CANH Nghe An, 2017 STATEMENT OF AUTHORSHIP The thesis entitled “Factors affecting students’ willingness to communicate in English classroom.” is conducted under the supervision of Dr Le Van Canh, a senior lecturer of Vietnam National University, Hanoi I declare that the information reported in this paper is the results of my own work, except where a reference or citation was made This thesis has not been accepted for any other degree or diploma Vinh, August 2017 Author’s signature Nguyễn Hương Giang i ABSTRACT This study is a report to investigate the factors affecting students’ willingness to communicate (WTC) in English classroom The findings of this study revealed that English language has become a tool of international communication for language learners and after many years studying a language, many the second language (L2) learners will not become the second language (L2) speaker Nowadays, human means to work together, toward the goal of equality, happy It is from communicating knowledge to help them have good relationships with friends and teachers This will be the factors that help create good conditions for studying, learning, exchange and acquire knowledge On the other hand, after leaving the school, students get the basic knowledge about communication skills to help their daily life well, working successfully in social relationships and work in a good environment Currently, the vast majority of students have acquired the knowledge, certain communication skills, but also clumsy, shy, passive in the classroom as well as the exchange between peers and with faculty This restriction due to many reasons, including the cause of their communication skills is not high In the cause of economic development-social, education today is communication skills valuable luggage to help them succeed in the profession in particular and life in general and explains some major factors that influence motivation factors affecting students’ willingness to communicate (WTC) in English classroom as self-confidence, self-image, inhibition, empathy, etc In order to find out the real problems in activities and techniques applied by teachers and students’ preference and then give some suggestion to have a number of practical solution to the problems between teachers and students overcome the difficulties they face their willingness to communicate (WTC) through teaching and learning speaking in language classrooms ii ACKNOWLEDGMENTS I would like to thank my supervisor, Dr Le Van Canh, who has guided me and encouraged me, provided me with valuable comments on my work with great energy and endless faith in my abilities and whose invaluable feedback kept me going in the right direction I am also grateful to my colleagues who give me some helpful advice in the study and have given me the chance of time to complete the research in the school and the students who participated in my study Moreover, many thanks go to my friends for their encouragement and for their patience when it was most needed, especially go to Mis Thu Thuan, my close friend for giving me permission to collect data at Tran Hung Dao secondary school I would also like to thank my family who supported me and contributed to complete this work Ultimately, I would like to thank with all my heart all the people who have helped me make this research project a success iii TABLE OF CONTENTS Page STATEMENT OF AUTHORSHIP i ABSTRACT……………………………………………………………………………ii ACKNOWLEDGEMENTS……………………………………………………………iii TABLE OF CONTENTS………………………………………………………………iv LIST OF TABLES………………………………………………………………….…vii LIST OF FIGURES………………………………………………………………… viii LIST OF ABBREVIATIONS……………………………………………….…… ix CHAPTER 1: INTRODUCTION…………………………………………………… 1.1 Rationale……………………………………………………………………………1 1.2 Aims of the study………………………………………………………………… 1.3 Research questions…………………………………………………………… .3 1.4 Scope of the study………………………………………………………………… 1.5 Methods of the study……………………………………………………………… 1.6 Design of the thesis…………………………………………………………….… CHAPTER 2: LITERATURE REVIEW……………………………………………….6 Definition of Willingness to communicate (WTC)…………………….……… 2.2 Heuristic Model of WTC in L2…………………………………………………… 2.3 Factors affecting students’ willingness to communication……………………… 15 2.3.1 Motivation……………………………………………………………………….16 2.3.2 Self-confidence………………………………………………………………… 22 2.3.3 Personality……………………………………………………………………….25 2.3.4 Language attitude……………………………………………………………… 29 2.3.5 Classroom atmosphere in WTC the second language………………………… 31 2.3.5.1 Space class…………………………………………………… …………… 32 2.3.5.2 Method of teaching……………………………………………………………32 iv 2.3.5.3 The role of the teacher…………………………………………………………33 2.3.5.4 The role of students……………………………………………………………35 2.4 Studies on willingness to communicate in the world and in Asia…… ………….36 CHAPTER 3: RESEARCH MOTHODOLOGY…………………………………… 40 3.1 Research questions……………………………………………………………… 40 3.2 Research Methodology……………………………………………………………40 3.3 Instruments……………………………………………………………………… 41 3.3.1 Questionnaires………………………………………………………………… 41 3.3.2 Interviews……………………………………………………………………… 42 3.3.3 Data collection procedures………………………………………………………42 3.3.4 Participants and context…………………………………………………………43 3.3.5 Data analysis…………………………………………………………………….44 CHAPTER 4: FINDINGS AND DISCUSSION………………………………………46 4.1 The result of quantitative data (WTC questionnaire) …………………….…… 46 4.2 Findings of quantitative data …………………………………… …………… 50 4.3 Discussion of result of research question one…………………………………… 51 4.4 The result of qualitative data: Factors likely to influence L2WTC ……………….53 4.5 Findings of qualitative data… ……………………………………………… ….56 4.6 Discussion of result of research question two…………………………………… 57 CHAPTER 5: CONCLUSION……………………………………………………… 67 5.1 Contributions to Theory………………………………………………………… 67 5.2 Contributions to Methodology…………………………………………………….68 5.3 Contributions to Research…………………………………………………………69 5.4 Pedagogical implications………………………………………………………….70 5.5 Limitations of This Study and Suggestions for Future Research………………….71 5.6 Final comment…………………………………………………………………… 72 REFERENCES…………………………………………………………………… …76 v APPENDIX A: WTC Questionnaire (English version)……………………… …….90 APPENDIX B: WTC Questionnaire (Vietnamese version)………………………….92 APPENDIX C: Semi-structured WTC Interview Questions (English version)…… 93 APPENDIX D: Semi-structured WTC Interview Questions (Vietnamese version)…95 vi LIST OF TABLES Table 4.1.1 Characteristics of Respondents………………………………………… 46 Table 4.1.2 Descriptive Statistics of the Overall WTC (N=150)…………………… 47 Table 4.1.3 Less cognitively demanding and psychologically safe tasks…………… 47 Table 4.1.4 More cognitively demanding and psychologically safe tasks…………….48 vii LIST OF FIGURES Figure 1: MacIntyre et al.’s heuristic model of WTC in L2 (1998)………………… 10 viii Hieu and Trung, 2011 Students Lack Confidence to Use English http://vietnamnews.vnagency.com.vn/Talk-Around-town/212262/Studentslack-confidenceto-use- English.html Jarvela, S (2003) “Shifting research on motivation and cognition to an integrated approach on learning and motivation in context”, in S Volet y S Jarvela (eds.), Motivation in learning context: Theoretical advances and methodological implications Amsterdam: Pergamon, 3-14 Juriševič, M (2006) Učna motivacija in individualne razlike med učenci [Motivation to learn and individual differences among students] Ljubljana: University of Ljubljana, faculty of education Jakobsson, A (2006) Students’ self-confidence and 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(From primary to secondary):… DIRECTIONS: Below are 15 situations in which a person might choose to communicate or not to communicate in English Presume that you have completely free choice Please indicate the percentage of time you would choose to communicate in each type of situation Indicate in the space at the left what percent of time you would choose to communicate Please choose any number between O and 100 0%= NEVER willing to communicate in English 100%= ALWAYS willing to communicate in English 0% 10% Never willing 20% 30% 40% 50% 60% 0% 80% sometimes willing 90% always willing … Volunteer an answer in English when the teacher asks a question in class … Answer a question in English when you are called upon by the teacher … Talk to your teacher in English before or after class … Ask the teacher a question in English in class … Ask the teacher a question in English in private … Present your own opinions in English in class … Participate in pair discussions in English in class … Say sorry in English when you are wrong … Help others answer a question in English … 10 Sing a song in English … 11 Read out the conversations in English from the textbook … 12 Say “thank you” in English when your classmates help you … 13 Introduce yourself in English without looking at notes 90 100% … 14 Greet your classmates in English … 15 Give a speech with notes in class (Adapted from Cao & Philp, 2006; Weaver, 2005) 91 APPENDIX B: WTC Questionnaire (Vietnamese version) Tên: ………………… Giới tính: ……………… Tuổi: …………… Bạn học Tiếng Anh rồi? …… Hướng dẫn: Sau 15 tình bạn chọn giao tiếp không giao tiếp Tiếng Anh Giả định bạn có tồn quyền lựa chọn Hãy mức độ bạn sẵn sàng giao tiếp Tiếng Anh tình cách điền số từ đến 100 vào chỗ trống phía bên tay trái cạnh tình 0% = KHÔNG BAO GIỜ sẵng sàng giao tiếp Tiếng Anh 100%= LUÔN LUÔN sẵng sàng giao tiếp Tiếng Anh … Sẵn sàng trả lời câu hỏi Tiếng Anh giáo viên hỏi trước lớp … Trả lời câu hỏi Tiếng Anh giáo viên gọi … Nói chuyện Tiếng Anh với giáo viên trước sau tiết học … Hỏi giáo viên câu hỏi Tiếng Anh lớp học … Hỏi giáo viên câu hỏi Tiếng Anh riêng tư … Trình bày ý kiến Tiếng Anh trước lớp … Tham gia làm việc theo cặp Tiếng Anh … Nói xin lỗi Tiếng Anh bạn sai … Giúp bạn khác trả lời câu hỏi Tiếng Anh ….10 Hát hát Tiếng Anh 11 Đọc to đoạn hội thoại Tiếng Anh sách giáo khoa ….12 Nói Cảm ơn Tiếng Anh bạn giúp ….13 Giới thiệu thân Tiếng Anh mà khơng cần nhìn vào ghi ….14 Chào bạn Tiếng Anh ….15 Thuyết trình Tiếng Anh có ghi 92 APPENDIX C: Semi-structured WTC Interview Questions (English version) How important is it for you to learn English? How good are you at learning English? What you think your English level is like? What about your speaking skill in particular? How motivated were you during learning English? How much did you like learning English together with your classmates? How would you describe your personality (quiet or talkative, relaxed or tense)? How competent you think you were to communicate in English? Did you feel very sure and relaxed in English class? Did you feel confident when you were speaking English in class? 10 Did it embarrass you to volunteer answers in class? 11 Did you feel that the other students spoke English better than you did? 12 How did you feel when you needed to use English to communicate? Did you usually feel nervous or at ease? Did you enjoy using English? 13 Were you afraid that other students would laugh at you when you were speaking English? 14 Did you get nervous when your English teacher asked you a question? 15 Were you afraid that your English teacher was ready to correct every mistake you made? 16 In what situation did you feel most comfortable (most willing) to communicate: in pairs, in small groups, with the teacher in a whole class? Why? 17 Do you often read or watch news about foreign countries? 18 Do you often talk about situations and events in foreign countries with your friends and/ or classmates? 19 How you like it if your teacher lectures in English? 20 Do you hope that your English teacher speaks more English in class? 93 21 Would you like to have more opportunities to speak English in class? 94 APPENDIX D: Semi-structured WTC Interview Questions (Vietnamese version) Đối với bạn Tiếng Anh quan trọng nào? Bạn học Tiếng Anh có tốt khơng? Theo bạn trình độ Tiếng Anh bạn mức độ nào? Bạn đánh giá kĩ nói bạn nào? Bạn có động lực để học Tiếng Anh khơng? Bạn có thích học Tiếng Anh với bạn lớp khơng? Bạn miêu tả tính cách bạn nào? (ít nói hay hoạt ngơn, thoải mái hay nghiêm khắc) Mức độ thành thạo giao tiếp Tiếng Anh bạn nào? Bạn có cảm thấy thoải mái lớp học Tiếng Anh khơng? Bạn có cảm thấy tự tin nói Tiếng Anh lớp khơng? 10 Bạn có gặp rắc rối xung phong trả lời lớp khơng? 11 Bạn có cảm thấy sinh viên khác nói Tiếng Anh tốt bạn không? 12 Bạn cảm thấy bạn cần giao tiếp Tiếng Anh? Bạn thường cảm thấy lo lắng hay thoải mái? Bạn có thích giao tiếp Tiếng Anh khơng? 13 Bạn có e ngại sinh viên khác lớp chế nhạo bạn bạn nói Tiếng Anh lớp khơng? 14 Bạn có lo lắng giáo viên Tiếng Anh hỏi bạn câu hỏi? 15 Bạn có e ngại/ xấu hổ giáo viên Tiếng Anh sẵn sàng sửa lỗi Tiếng Anh bạn? 16 Tình bạn cảm thấy thoải mái nhât (sẵn sàng nhất) để giao tiếp Tiếng Anh (theo cặp, theo nhóm nhỏ hay với giáo viên lớp học)? Tại sao? 17 Bạn có thường đọc sách hay xem tin tức nước khác khơng? 18 Bạn có thường nói chuyện với bạn bè hay bạn học lớp tình hình kiện nước khác không? 95 19 Bạn nghĩ giáo viên giảng Tiếng Anh không? 20 Bạn có mong muốn giáo viên nói nhiều Tiếng Anh lớp khơng? 21 Bạn có muốn có thêm nhiều hội để giao tiếp Tiếng Anh lớp học không? 96 ... report to investigate the factors affecting students’ willingness to communicate (WTC) in English classroom The findings of this study revealed that English language has become a tool of international... major factors that influence motivation factors affecting students’ willingness to communicate (WTC) in English classroom as self-confidence, self-image, inhibition, empathy, etc In order to find...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYỄN HƯƠNG GIANG FACTORS AFFECTING STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH CLASSROOM (TESOL) FIELD CODE : ENGLISH TEACHING METHODOLOGY