Limitations of the study and suggestions for furth- 123docz.net

Although the researcher has tried her best, several limitations to the present study are noteworthy. One obvious limitation results from the small sample involved in the interviews. The interview data represent a sample of just sixteen learners;

therefore, it was not possible to adequately address the research questions except as they relate to these learners, or to generalize the findings to a wider L2 population.

As a result, further research incorporating a similar design, and a larger sample size, would be of value.

The study use only the questionnaire and interview as instruments of data collection. Therefore, the findings are based in the students‟ self-reports. It is not clear whether their self-reports mirror accurately their actual participation in classroom communication in English. This problem may affect both the reliability and validity of the study. Despite this drawback, the findings of the study provided

(LUAN.van.THAC.si).factors.affecting.studentsâ€™.willingness.to.communicate.in.english.classroom.m.a.thesis.linguistics.60.14.01.11(LUAN.van.THAC.si).factors.affecting.studentsâ€™.willingness.to.communicate.in.english.classroom.m.a.thesis.linguistics.60.14.01.11(LUAN.van.THAC.si).factors.affecting.studentsâ€™.willingness.to.communicate.in.english.classroom.m.a.thesis.linguistics.60.14.01.11(LUAN.van.THAC.si).factors.affecting.studentsâ€™.willingness.to.communicate.in.english.classroom.m.a.thesis.linguistics.60.14.01.11(LUAN.van.THAC.si).factors.affecting.studentsâ€™.willingness.to.communicate.in.english.classroom.m.a.thesis.linguistics.60.14.01.11(LUAN.van.THAC.si).factors.affecting.studentsâ€™.willingness.to.communicate.in.english.classroom.m.a.thesis.linguistics.60.14.01.11(LUAN.van.THAC.si).factors.affecting.studentsâ€™.willingness.to.communicate.in.english.classroom.m.a.thesis.linguistics.60.14.01.11(LUAN.van.THAC.si).factors.affecting.studentsâ€™.willingness.to.communicate.in.english.classroom.m.a.thesis.linguistics.60.14.01.11

some useful information about the need to design communicative tasks that are on par with the students‟ proficiency level and to create a safe learning environment in the classroom. These may help to increase the students‟ WTC. Classroom observation and students‟ diaries are needed in the future research to achieve better reliability and validity.

In addition, the focus of this study was confined to the speaking mode of L2 WTC.

However, MacIntyre et.al (1998) argued that L2 WTC not only covers the speaking mode but also other modes of communication. In order to obtain a more comprehensive picture of L2 WTC, future studies could focus on L2 WTC not only in the oral mode but also listening, writing, and reading.

LIST OF REFERENCES

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Cao, Y. Q. (2009). Understanding the notion of interdependence and the dynamics of willingness to communicate. Unpublished doctoral dissertation, the University of Auckland, Auckland, New Zealand.

Clément, R.(2003). Willingness to communicate in asecond language: The effects of context, norms, and vitality. Journal of Language and Social Psychology, 190- 209.

Clộment, R., Dửrnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 417-448.

Dửrnyei, Z. (2003). Conceptualizing motivation in foreign language learning.

Language Learning, 45-78.

Dửrnyei, Z. (2007). Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.

Gardner, R.C (1985). Social psychology and second language learning: the role of attitude and motivation. London, England: Edward Arnold.

Gardner, R. C.,(1980). Home background characteristics and second language learning. Journal of Language and Social Psychology, 18(4), 419-437.

Johnson, B., & Christensen, L. (2008). Educational research: quantitative, Qualitative, and mixed approaches (2nd Ed.). New York , NY: Pearson.

Johnson, D. M. (1992). Approaches to research in second language learning. New York: Longman.

Kang, S. J. (2005). Dynamic emergence of situational willingness to communicate in a second language. System, 277-292.

Kim, S. J. (2004). Exploring willingness to communicate (WTC) in English among Korean EFL (English as a foreign language) students in Korea: WTC as a predictor

of success in second language acquisition. Unpublished Doctoral Dissertation, Ohio State University, Ohio, U.S.A.

MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2003). Talk in order to learn: Willingness to communicate and intensive language programs. The Canadian Modern Language Review, 589-607.

MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology,3-26.

MacIntyre, P. D., Dửrnyei, Z., Clộment, R., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 545-562.

MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self -ratings of second language proficiency: The role of language anxiety. Language Learning, 265-286.

McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 16-25.

McCroskey, J. C., & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement. Paper presented at the meeting of the Annual Convention of the Speech Communication Association, Denver, CO.

McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: A cognitive view. Journal of Social Behavior and Personality ,19 - 44.

Skehan, P. (1989). Individual differences in second language learning. London, England: Edward Arnold.

Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66.

Yashima, T. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 119-152.

APPENDIX A: WTC Questionnaire (English version)

APPENDIX B: WTC Questionnaire (Vietnamese version)

Tên: ……….. Giới tính: ………… Tuổi: ….

Bạn đã học Tiếng Anh được bao lâu rồi? ….

Hướng dẫn:Sau đây là 15 tình huống bạn có thể chọn giao tiếp hoặc không giao tiếp bằng Tiếng Anh. Giả định rằng bạn có toàn quyền lựa chọn. Hãy chỉ ra mức độ bạn sẵn sàng giao tiếp bằng Tiếng Anh trong từng tình huống bằng cách điền một số bất kì từ 0 đến 100 vào chỗ trống phía bên tay trái cạnh từng 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

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?

Limitations of the study and suggestions for further studies

Qualitative data: Factors likely to influence L2 WTC