INTRODUCTION
Rationale
Willingness to communicate (WTC) is fundamental to human existence, enabling individuals to engage in social relationships and contribute to cultural development In today's interconnected world, social, scientific, and technological advancements influence human behavior and thought, making effective communication increasingly vital, especially in education, diplomacy, and various fields working directly with people English has become a universal communication tool, offering Vietnamese people opportunities to improve their studies, work, and living conditions, thereby emphasizing the need to enhance English language skills for international communication Students often lack clear strategies and rational approaches to learning English, highlighting the importance of effective learning methods, motivation, and confidence Factors influencing WTC include social, cultural, situational, linguistic, and personal relationships, with self-study playing a crucial role in academic performance, independent problem-solving, Creativity, and lifelong learning As communication is essential in second language (L2) acquisition, researchers like MacIntyre and Charos (1996) argue that the primary purpose of language learning is to facilitate communication Current research aims to examine and validate the L2 WTC construct, focusing specifically on oral communication, which is critical for real-world language use, especially in different linguistic and cultural contexts.
English has become an essential international language used across various fields such as diplomacy, international trade, tourism, media, air-traffic control, and technology, facilitating communication among different nations and cultures (Alptekin, 2002; Norton, 1997; Smith, 1992; Strevens, 1992) In today’s interconnected world, the willingness to communicate is a crucial skill, highlighting the importance of schools fostering self-learning capacities despite current limitations in students’ ability to engage in independent study Many eighth-grade students lack sufficient time, construction skills, and effective methods for self-directed learning, often resulting in irrational study practices Moreover, individual differences (ID), particularly willingness to communicate (WTC), significantly influence how people learn and succeed in second language acquisition (Andreou et al., 2006) Students who have not practiced communicating in English outside of classroom settings often encounter difficulties when engaging in oral communication with native speakers.
Many students can understand spoken English but struggle to respond properly, often remaining silent or choosing to travel with more fluent speakers due to limited exposure to native speakers Not all language learners can speak the target language accurately and fluently, as various factors influence language acquisition A research study conducted at Tran Hung Dao Secondary School in Can Tho investigates the challenges of self-study L2 willingness to communicate (WTC) among students and proposes measures to enhance self-learning activities, aiming to improve learning outcomes The primary goal of English language teaching should be to develop learners’ ability to communicate effectively and accurately in English (Davies & Pearse, 2000).
Aims of the study
(1) Investigating students at different institutions are willing to communicate in English when they have the opportunity
(2) Exploring the factors and personal traits that underlie the lack of WTC in English as a foreign language.
Research questions
In order to achieve the aforementioned aims, the following research questions are formulated, to which the study seeks answers:
1) What is the extent to which students are willing to communicate in English in the English lessons?
2) Which contextual and individual factors influence students’ willingness to communicate in the lessons?
Scope of the study
This study examines secondary school students' participation in communicative activities within English language lessons, identifying key factors that facilitate or hinder their engagement The research focuses specifically on the classroom context, and therefore, the findings are not intended to be generalized beyond this setting Understanding these factors can help educators enhance student participation and improve language learning outcomes.
Methods of the study
This study employed a mixed-methods approach, combining quantitative and qualitative techniques to collect and analyze data Data was gathered through structured questionnaires administered to 150 eighth-grade students at Tran Hung Dao Secondary School in Can Tho, providing comprehensive quantitative insights Additionally, in-depth interviews with 15 randomly selected students from the survey respondents enriched the findings with qualitative perspectives.
This thesis consists of five chapters
Chapter One outlines the rationale for the current study, emphasizing the importance of understanding how authentic L2 communicative contexts impact learners' second language acquisition The study highlights the role of the learning environment in enhancing the oral development of high school students engaged in L2 communication Additionally, it provides valuable evidence supporting the "willingness to communicate" model, which effectively explains L2 communicative behavior and is applicable within the Vietnamese L2 learning context.
Chapter Two reviews existing literature and research related to the study's questions, highlighting key findings on second language (L2) Willingness to Communicate (WTC) It introduces the fundamental theories underpinning WTC and summarizes major empirical studies in this area The chapter also identifies gaps in previous research, leading to the formulation of three specific research questions for further investigation.
Chapter Three outlines the methodological approach of the study, employing a mixed-method design to gather comprehensive data from multiple perspectives Key research tools include the WTC questionnaire, classroom observation scheme, and semi-structured interviews The chapter details the procedures for data collection and analysis, ensuring methodological rigor Additionally, ethical considerations related to the research process are addressed to maintain integrity and compliance.
Chapter Four presents key findings from both quantitative and qualitative research methods, including a content analysis of interview data The chapter offers a comprehensive interpretation of the results, addressing each research question and comparing them with previous studies Overall, it succinctly summarizes the main insights derived from the study's data analysis.
Chapter Five summarizes the study, discusses the results, and makes suggestions for further research.
Design of the thesis
This chapter reviews existing literature on willingness to communicate in second and foreign language learning to develop a comprehensive conceptual framework It begins by defining the key concept of willingness to communicate and then surveys relevant studies, highlighting their key findings and contributions to understanding how learners' willingness impacts language acquisition.
2 1 Definition of Willingness to communicate (WTC)
Willingness to communicate (WTC) in a second language (L2) is the intention to engage in communication and is a crucial factor in determining success or failure in language learning (Dửrnyei, 2005; Peng & Woodrow, 2010) According to Clément et al (2003), WTC is considered the “most immediate determinant” of a student’s decision to participate in communication activities It is essential for learners not only to possess the ability to communicate in L1 but also to be willing to communicate in L2, as WTC directly influences language proficiency and learner engagement.
Willingness to communicate (WTC) is defined as the readiness to engage in discourse at a specific time with particular individuals using a second language (MacIntyre et al., 1998) This trait serves as both an individual difference influencing second language acquisition and a primary goal of language instruction Communication plays a vital role in daily human activities, forming the foundation for building human relationships and fostering community According to McCroskey and colleagues, WTC is a personality-based construct reflecting individuals’ consistent predisposition toward verbal communication Through effective communication, people exchange information and experiences, leading to mutual understanding and stronger social connections.
Effective communication is fundamental for successful work and personal relationships Cultivated communicative behavior fosters trust and strengthens connections with friends, teachers, and colleagues Developing strong communication skills is essential for building good relationships and achieving professional and personal success.
LITERATURE REVIEW
Heuristic Model of WTC in L2
MacIntyre et al., Dửrnyei, Clộment, and Noels (1998) developed a comprehensive pyramid-shaped heuristic model for second language communication, integrating psychological, linguistic, educational, and social variables This model emphasizes the influence of personal factors such as anxiety, motivation, and experience, as well as contextual social factors that can either enhance or diminish a person's willingness to communicate (WTC) It reflects the dynamic decision-making process to speak in specific situations, considering confidence levels and individual differences across social networks The model’s multi-layered, continuous structure offers significant theoretical and practical insights, demonstrating that personality traits significantly impact WTC in second or foreign language contexts according to observational studies by these researchers.
The multiplayer pyramid model of the WTC, as illustrated in Figure 1, highlights two types of effects in L2 communication These effects include the influence of situational factors during L2 interactions across layers I, II, and III Conversely, effects observed in layers IV, V, and VI emphasize different aspects of language development and cognitive processing in second language acquisition.
The VI model has a lasting impact on L2 communication, influencing how individuals convey information in a second language and shaping human interaction It comprises six distinct layers, each designated with a specific name: (I) Communication Behavior, (II) Behavioral Intention, and (III) Situated Antecedents These layers collectively explain the complex processes underlying second language communication and their long-term effects.
“(IV) Motivational Propensities”, “(V) Affective-Cognitive Context”, “(VI) Social and Individual Context” and twelve different structures including “(1) L2 Use”, “ (2)
Willingness to Communicate”, “(3) Desire to Communicate with a Specific Person”,
This article explores key factors influencing L2 communication, including State Communicative Self-Confidence, Interpersonal Motivation, and Intergroup Motivation, which play vital roles in language proficiency Additionally, L2 Self-Confidence and Intergroup Attitudes significantly affect learners' ability to communicate effectively across diverse groups The Social Situation, Communicative Competence, and Intergroup Climate further shape the learning environment and interpersonal interactions Personality traits also contribute to individual differences in language use Each layer—Levels I through VI—represents different aspects of the communicative process, with Layers I, II, and III specifically reflecting the impact of situational factors during L2 communication Understanding these interconnected elements provides a comprehensive view of the dynamics involved in second language acquisition and communication effectiveness.
Layer I, Communication Behavior, encompasses the use of L2 in various contexts, including classroom activities, watching TV in L2, reading materials published in L2, and using the language outside of academic settings These behaviors reflect learners' active engagement with the language in everyday situations, which is essential for language acquisition and fluency improvement Incorporating diverse L2 usage instances enhances language exposure, supports skill development, and promotes practical communication proficiency.
Layer II, Behavioral Intention, pertains to a language learner's willingness and ability to communicate in a second language (L2) According to the Willingness to Communicate (WTC) model, motivated learners actively seek opportunities and welcome chances to engage in L2 interactions This willingness significantly influences their willingness and ability to participate in meaningful communication, ultimately enhancing language proficiency.
Layer III, Situated Antecedents, encompasses two key variables: the desire to communicate with a specific person and the speaker’s communicative self-confidence in a given context This layer considers an individual’s motivation to engage in private conversations with particular people within specific settings Additionally, it includes the speaker’s confidence in their ability to effectively communicate in a second language (L2) in that particular situation, shaping their overall willingness and readiness to initiate communication.
Layer IV, Motivational Propensities, is constituted of three variables: (1) Interpersonal Motivation, (2) Intergroup Motivation, and (3) L2 self-confidence
Layer V, the Affective-Cognitive Context, encompasses interpersonal attitudes, social status, and communication dynamics that influence language use Intergroup attitudes play a crucial role in shaping L2 students' communication patterns within specific situations The social context—including factors such as the interlocutor, setting, purpose, topic, and communication channel—significantly impacts the interaction Moreover, an individual's communicative ability, reflecting their level of language proficiency, directly affects their willingness to communicate (WTC) in L2 settings.
Layer VI, Social and Individual Context, encompasses both personality traits and intergroup climate, highlighting how individuals' inherent characteristics influence their adaptation to the values of the L2 community This layer emphasizes the interplay between personal dispositions and the social environment in shaping language learning experiences Understanding these factors is crucial for fostering effective intercultural communication and promoting successful integration within diverse language communities.
The pyramid model illustrates how different factors influence the World Task Communication (WTC) at various levels, with the first three layers representing the immediate effects of situational factors during a specific period The model emphasizes that only the lower three layers impact long-term solid elements of the second language communication process As the WTC situation increases in complexity and specificity, its influence becomes more prominent higher up in the pyramid The top layers exert influence and interact directly with lower layers, highlighting the importance of stable, foundational factors at the pyramid's base Understanding these foundational causes is crucial for effectively addressing WTC issues in second language learning.
Personality is a fundamental component of media information, influenced by various factors that shape an individual's communication tendencies According to a communication model, willingness to communicate is essential and is demonstrated through practical language use in interactive situations The model indicates that individuals with different personalities are more willing to engage in communication when they feel confident and unafraid of media influence, recognizing their own effectiveness as communicators Additionally, communication is a dynamic process where variable states fluctuate throughout the interaction, and situational factors evolve over time, affecting the opportunities and willingness to engage.
This study, grounded in the WTC model by MacIntyre et al (1998), highlights the positive influence of various factors and participant roles in shaping willingness to communicate (WTC) in English classrooms It emphasizes that students often feel nervous, anxious about making mistakes, and afraid of not understanding others when speaking English in front of their peers The research explores the dynamic between students and teachers, showing that a positive student-teacher relationship fosters a more favorable attitude toward WTC Despite limited English proficiency, students’ confidence in communicating improves when teachers use more English and create a supportive environment The findings underscore the importance of understanding the factors that influence learners’ willingness to speak second languages, highlighting its crucial role in language acquisition and development.
Research suggests that the development of identity plays a crucial role in second language (L2) learning, with learners favoring more communicative approaches in teaching and learning English, especially for media purposes According to MacIntyre et al (1998), students who are motivated to use their English skills for future careers are more likely to develop a willingness to communicate This willingness involves students’ readiness to speak English in specific situations with particular individuals, reflecting their behavioral intentions to communicate when opportunities arise Observations indicate that students exhibit diverse attitudes and motivations toward communication; some speak actively and freely, while others prefer to communicate only with certain individuals or when necessary Personal characteristics also influence their communication behavior, with some students speaking happily but suddenly stopping due to personal reasons These personality traits are fundamental to understanding students’ willingness to communicate (WTC) in a second language, emphasizing the importance of individual differences in language learning and usage.
This study proposes solutions to enhance students' willingness to communicate (WTC) in English by addressing existing challenges English is now a global language used widely in media, international business, and abroad, making its role in Vietnam increasingly important (Crystal, 1999) Researchers in Vietnam are working to elevate English to the status of an official or priority foreign language, emphasizing its significance Factors such as attraction, self-esteem, communicative competence, media literacy, and cultural diversity are identified as key determinants influencing WTC variability According to Barjesteh (2012), a survey of 25 participants using a questionnaire with 20 communication scenarios revealed that students are most willing to communicate in group discussions, meetings, and when interacting with friends.
Understanding learners’ attitudes toward the target language group is essential for grasping how motivation influences success in second language acquisition, as highlighted by Baker and MacIntyre (2000) Students’ motivation for engaging in willingness to communicate (WTC) can stem from various interdisciplinary factors, such as an aspiration to integrate into English-speaking cultures like those of England, the United States, Canada, or Australia Additionally, many learners view English mastery as a valuable tool for securing better career opportunities and future prospects Motivation in learning English also enhances engagement in interesting lessons and activities like role-playing, group discussions, and language games According to Nunan (1991), students are motivated to learn language through speaking skills, and high motivation and positive attitudes in WTC are crucial for success in second language learning, primarily by fostering linguistic self-confidence.
Factors affecting students’ willingness to communication
Research indicates that learners’ willingness to communicate is influenced by various factors, including their interest in foreign culture or people (Yashima, 2002), as well as situation-specific elements like self-perceived communication competence and the diversity of communication partners (Baker and MacIntyre, 2000) According to Dửrnyei (2007), the key difference between seeking to communicate in the target language and avoiding it lies in these motivational and contextual factors.
Various factors influence learners' language learning success and communicative competence, including psychological, linguistic, and contextual variables Key elements such as social conditions, classroom atmosphere, and individual differences—shaped by the teacher’s behavior and teaching methods—play crucial roles Additionally, emotions, feelings, beliefs, moods, and attitudes toward the language and classroom environment significantly impact motivation, reduce anxiety, and build students' confidence in speaking the target language Creating a positive learning atmosphere and using engaging textbooks can enhance personal meaning, fostering effective language acquisition.
Higher levels of anxiety significantly hinder an individual's willingness to communicate in a second language Students often exhibit a serious reluctance to speak English when experiencing high anxiety Research indicates a negative correlation between L2 Willingness to Communicate (WTC) and anxiety, highlighting that increased anxiety decreases students' willingness to engage verbally in their target language (Gardner & MacIntyre, 1993; MacIntyre &).
Anxious students tend to be reluctant to speak in second language (L2) conversations, as they often experience communication apprehension Research identifies six key factors influencing students’ willingness to communicate (WTC): self-perceived communicative competence, personality, anxiety, motivation, the importance placed on English, and the learning environment Findings indicate that students’ self-perceived communication competence significantly impacts their WTC Additionally, motivation influences WTC indirectly through its effects on self-perceived communicative competence and communication apprehension, highlighting the complex interplay of psychological and contextual factors in language learning.
Motivation is defined as the desire to initiate and sustain second language learning, profoundly impacting both cognitive and emotional aspects of learners (Ortega, 2009) It plays a crucial role in foreign language acquisition by influencing whether students begin learning a new language and how their proficiency develops (Alexander and Murphy, 1998; Boekaerts, 2001; Dửrnyei and Ottó, 1998; Figueiredo and Silva, 2008; Gardner, 2001) A high level of motivation enhances learners' readiness to communicate in English and ultimately improves the quality of their foreign language skills (Juriševič, 2006; Pintrich and Schrauben, 1992; Pintrich and Schunk, 1996) Understanding motivation is essential for fostering effective language learning experiences and outcomes.
Motivation plays a crucial role in foreign language acquisition, as learners with high motivation, self-confidence, a positive self-image, and low anxiety are more likely to succeed Krashen (2002) emphasizes that these psychological attributes significantly contribute to effective language learning Additionally, motivation continues to impact academic achievement within school settings Canadian psychologist Gardner (1985, 2001) highlighted the importance of motivation in language learning, developing a social-pedagogical model that identifies four key factors influencing language acquisition, including external environmental influences.
This article highlights the importance of individual differences, the context of language learning (formal or informal settings), and foreign language achievement It defines foreign language learning motivation as a specific form of learning drive expressed within a school environment, emphasizing that motivated students are eager to work hard, pursue personal goals alongside classroom objectives, stay focused, persevere through challenges, and often inspire their peers, thereby fostering collaborative learning Research indicates that the highest learning achievements are linked to a combination of internal motivation—driven by personal attributes—and external motivation, influenced by environmental factors such as rewards and emotional factors (Juriševič, 2006; Marsh et al., 2003; Pintrich and Schunk, 1996; Reeve et al., 2004; Snow et al., 2003) Motivation also encompasses the behaviors, beliefs, perceptions, values, interests, and activities that drive communication willingness, especially in speaking English Ultimately, success in learning English hinges on behaviors aimed at achieving communication goals, with the primary objective of conversational classes being to help students speak confidently and effectively in English.
Students’ motivation and personality indirectly influence their willingness to communicate (WTC) through their linguistic self-confidence, which impacts motivation and second language acquisition Key factors include personality traits, attitudes towards social and cultural contexts, and the cultural and linguistic outcomes of the learning experience Highly motivated students tend to grasp concepts more effectively and understand subject matter better than those driven primarily by external goals Oliva (1972) emphasized that students are motivated when learning materials are appropriate to their level, meaningful, and engaging, leading to a sense of purpose, importance, and success Such an environment allows students to express psychological needs for achievement, recognition, and approval, fostering self-efficacy, decision-making, planning, and responsibility in their learning process Optimizing motivation and self-confidence is crucial for enhancing second language learning and communication skills.
Motivation is a vital force that energizes and directs behavior toward achieving goals, making it essential for effective learning (Paul, Eggen, & Kauchak, 1994) It involves a desire to work toward objectives, and its presence significantly facilitates learning, while its absence hinders progress Reeve (1996) found that student motivation is influenced by both internal and external factors that can initiate, sustain, or discourage behavior For instance, learners may be motivated by practical reasons like valuing bilingualism for career opportunities or ease of travel According to Dulay, Burt, and Krashen (1982), learners’ motivations, needs, attitudes, and emotional states influence what they learn and impact the success of language acquisition, including confidence and willingness to communicate Learning motivation develops throughout the educational process, influenced by individual development and contextual factors, reflecting its integral role in students’ broader life experiences (Greeno et al., 1996; Gurtner et al., 2001; Hickley & McCaslin, 2001; Wigfield et al., 1998; Wosnitza & Nenniger, 2001).
Motivation plays a crucial role in language acquisition, as motivated learners tend to be more active and successful in learning a second language There are three primary types of motivation influencing language learning: integrative motivation, instrumental motivation, and social group identification According to Gardner and Lambert, integrative motivation is driven by the desire to achieve proficiency to engage with and participate in a community speaking the target language, while instrumental motivation is motivated by practical goals such as securing employment Social group identification refers to the motivation to learn a language to belong to and connect with a particular social group Finegan emphasizes that integrative motivation often leads to more successful acquisition of various language registers and native-like pronunciation, highlighting its significance in language mastery.
Integrative motivation plays a crucial role in successful foreign language learning, as students who admire the target language's culture and wish to integrate into its society tend to acquire a broader range of language skills and native-like pronunciation (Gardner, 2001, 2007; Finegan, 1999) Gardner defines instrumental motivation as learning a language for its practical utility, while integrative motivation involves a desire to connect and identify with the language community (Gardner, 1983; Wilkins, 1972) According to Gardner et al (1976), individuals with high integrative motivation are highly driven to acquire the language to facilitate meaningful communication within a valued language community.
According to Self-Determination Theory (Deci and Ryan, 1985; 1995), motivation is broadly categorized into intrinsic and extrinsic types, both significantly influencing students’ learning engagement Extrinsic motivation involves behaviors driven by external rewards such as good grades, praise, or avoiding punishment, ranging from short-term goals like prizes and participation to long-term benefits like scholarships and career prospects (Dửrnyei, 1994a) The study examines how specific intrinsic motivation factors motivate young adults to learn four key communicative skills—writing, reading, speaking, and listening—highlighting the enjoyment and satisfaction derived from learning activities Ryan and Deci (1985) suggest that intrinsic motivation is rooted in innate needs for competence and self-determination; their Self-Determination Theory (SDT) underscores the importance of internal resources for personality development and behavioral regulation Cognitive Evaluation Theory further explains how social and environmental factors can facilitate or undermine intrinsic motivation, emphasizing the importance of supportive conditions for fostering intrinsic drive Understanding the factors that promote or hinder intrinsic motivation is crucial for addressing human potentially being either alienated or liberated through positive motivation While intrinsic motivation is vital, it is one of several motivation types that influence learning and behavior (Deci and Ryan).
According to Self-Determination Theory, motivations vary based on how much individuals internalize and value specific behaviors While extrinsic rewards can sometimes boost intrinsic motivation—especially when tied to performance quality—they are often necessary to initiate engagement or guide students toward new opportunities However, overreliance on external motivators may undermine intrinsic motivation, potentially hindering long-term engagement and personal growth.
Research indicates that motivation to learn macro skills varies among individuals, with a growing recognition that intrinsic motivation and extrinsic rewards can work synergistically to enhance motivated learning (Topalov, 2011) While traditional distinctions between types of motivation remain relevant, attitudes toward extrinsic motivation have evolved, emphasizing its complementary role alongside intrinsic factors Constructivist perspectives highlight that motivation is influenced by individual circumstances within cultural and social contexts, which are inseparable from societal influences Abraham and Maslow (1970) viewed motivation as a hierarchical process where the pursuit of goals depends on satisfying a series of needs—starting from basic physical necessities to community security, identity, self-esteem, and ultimately leading to self-actualization Maslow emphasized that motivation is driven by fulfilling these needs sequentially, emphasizing the importance of social and psychological factors in the motivational process.
The study's findings highlight that demand and motivation are crucial factors in successful communication Availability plays a vital role in influencing whether learners are willing to engage in speaking English According to Dahmardeh and Hunt, these elements significantly impact learners' willingness to participate in oral communication in English, emphasizing the importance of fostering motivation and ensuring adequate access to language practice opportunities.
Studies on willingness to communicate in the world and in Asia
English is currently recognized as the most popular and official language worldwide, serving as a vital tool for international communication and exchange in economic and cultural fields, especially in Southeast Asia For Vietnam, learning English is emphasized across all educational levels to prepare students for globalization, opening new opportunities while presenting significant challenges While English proficiency, combined with strong expertise, is crucial for future success, Vietnamese students have limited chances to practice speaking with native speakers, predominantly learning through classroom instruction Consequently, the classroom becomes the key environment to build confidence, motivation, and personality to overcome language barriers, but often, teachers and students default to their native language during lessons This prevalent use of the native language hampers opportunities for genuine communication in English, resulting in insufficient English willingness to communicate (L2 WTC) among students.
According to Chang (2002) and Yuche & Stewart (2001), students’ English oral communication skills are now a top priority in language education As English becomes increasingly important globally, students are motivated to pursue self-directed learning, set career goals, and develop the discipline needed for success Opportunities such as studying abroad, working in international organizations, or participating in the ASEAN labor market emphasize the need for students to understand ASEAN developments and prepare accordingly Securing scholarships in countries like Thailand or Singapore and gaining international work experience are key objectives for students aiming for competitive advantages post-graduation Mastery of English enhances scientific research, access to knowledge, and professional opportunities, giving students a consumption advantage during recruitment processes Learners’ attitudes toward learning English, identified by Spolsky (1969) as a critical factor, significantly influence their motivation and success in language acquisition A positive learning attitude encourages students to strive for effective communication and achieve proficiency in English.
Motor learning significantly influences a learner’s attitude, with motivated learning—whether internal or external—fostering a more positive learning outlook compared to forced study However, a key challenge is whether learners are mentally prepared to communicate in English; factors like hesitancy and lack of confidence can hinder their willingness despite language proficiency Many students aim to communicate effectively to contribute to national development but struggle due to insecurities, which impact their readiness to engage in conversation Creating opportunities for students to practice speaking English in comfortable, resource-rich environments is essential to encourage their participation and reduce communication anxiety Even learners with limited standards or exposure often show a willingness to communicate across various subjects and contexts, highlighting that language learning in Asia faces cultural, societal, and individual challenges According to Young (2006), college students in Macao are motivated by recognizing English's future importance, yet overcoming language barriers remains critical, as Hinkel (1989) found that students' willingness to communicate is higher with friends than with teachers or strangers, emphasizing the need for supportive speaking environments.
Mastering English, particularly speaking skills, is essential for successful integration in countries like Singapore and Malaysia where English is a primary language To seize opportunities as ASEAN citizens, students must focus on improving their English proficiency while also gaining knowledge of regional cultures and societies Developing cultural understanding enhances communication skills and fosters better connections across the region Confidence and active participation in joint activities, exchange programs, and student exchanges are crucial for students to improve their willingness to speak English effectively and to thrive in multicultural environments.
This chapter reviews relevant literature on communicative characteristics that enhance learners’ oral competence, providing the theoretical foundation for this study It discusses various definitions of second language acquisition and the factors influencing language learning The literature reveals limited research on Vietnamese secondary school students' willingness to communicate, which justifies the focus of this study It emphasizes the importance for foreign language teachers to consider multiple factors affecting students' learning and to address their challenges to improve learning outcomes The upcoming chapter will outline the research methodology used to examine the impact of these factors on students' English language acquisition.