MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY TRINH PHUONG UYEN FIRST-YEAR STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH AND ITS INFLUENCING FACTORS AT NHA TRANG COLLEGE OF
INTRODUCTION
Rationale
In today's globalized world, the significance of English in societal development is clear As a universal language, English facilitates information exchange among both native speakers and non-native learners Proficiency in English offers numerous benefits, enhancing opportunities for education and employment for individuals across various backgrounds.
In recent years, communicative language teaching has emerged as the predominant method used in foreign language classes A key objective of this approach is to enhance learners' speaking skills, which is essential for effective communication in the language learning process.
In vocational colleges, English proficiency is essential for students pursuing careers in service industries, such as hotels and restaurants, where effective communication with peers and international clients is crucial Mastering English allows students to accurately understand and meet guests' needs, which is particularly important in top-tier establishments that expect fluency rather than just basic skills Despite holding high professional qualifications, many young individuals struggle to advance in their careers due to inadequate English communication abilities, often resulting in lower salaries compared to their proficient counterparts Consequently, Nha Trang College of Technology has made it a priority to enhance English communication skills throughout its educational programs.
Willingness to communicate (WTC) in English has been the focus of extensive research, highlighting various influencing factors such as motivation, anxiety, self-efficacy, and personality traits like extraversion and openness (Dürnyei, 2005; MacIntyre et al., 1998; Bandura, 1977; Dewaele & Furnham, 1999) Studies by Oxford (1999) and Ushioda (2001) emphasize the importance of the learning environment, while Dornyei and Kormos (2000) and Horwitz (2001) identify teacher support as crucial for fostering a positive communication atmosphere Additionally, the social context of communication, including peer influence, familial background, and cultural factors, has been examined by Hofstede (1980) and Matsumoto (1996), revealing their impact on individuals' beliefs and attitudes towards communication MacIntyre and Legatto have also contributed to the study of WTC, further enriching the understanding of this complex construct.
Research by Hofstede (1980) and Matsumoto (1996) highlights that cultural influences and social environments, such as peer group dynamics and familial background, significantly shape individuals' attitudes toward communication Studies conducted by MacIntyre and Legatto (2011), Yashima and Zenuk-Nishide (2008), and Zhang et al (2018) have explored the concept of willingness to communicate (WTC) across various contexts, including English as a Foreign Language (EFL), higher education, vocational training, and business settings.
Research on EFL students' willingness to communicate (WTC) has been limited, particularly among first-year vocational students at Vietnamese universities like Nha Trang College of Technology These students encounter challenges in adapting to a new educational environment and learning English, which is crucial for their future careers Unlike their academically focused peers, vocational students require practical English skills tailored to their professions Most existing studies have concentrated on larger university groups or language institutions, making the exploration of WTC in the unique context of Nha Trang College essential for understanding the specific needs of this student demographic.
This study investigates the willingness of first-year students at Nha Trang College of Technology to communicate in English and the factors influencing this willingness Its primary goal is to evaluate students' readiness to engage in English communication and identify key determinants affecting this aspect The findings will enhance the understanding of willingness to communicate (WTC) in the specific context of the college Additionally, the research aims to provide practical recommendations, such as curriculum adjustments, teacher training programs, and the establishment of supportive learning environments, to foster active participation and communication in English among students.
Aim and Objectives
This thesis aims to explore the willingness to communicate in English among first-year students at Nha Trang College of Technology, focusing on the various factors that influence this willingness.
These aims are specified into the following objectives:
- To discover the extent of willingness to communicate in English classroom activities
- To identify the factors that influence students' willingness to communicate in English.
Research questions
To achieve the aim and objectives, this study will address the following research questions:
1 To what extent are first-year students at Nha Trang College of Technology willing to communicate in English speaking activities?
2 What factors affect the students’ willingness to communicate in English speaking activities?
Scope of the study
This study explores the internal factors that affect students' Willingness to Communicate (WTC) during speaking activities in English classrooms By focusing on these internal aspects, the research highlights the significance of motivations, psychological states, and emotional responses in influencing WTC.
Nha Trang College of Technology offers two training levels: college and intermediate This study specifically focuses on first-year college students enrolled in standard classrooms with a uniform curriculum This approach ensures that the collected data is coherent and consistent.
Significance of the study
This study highlights key factors influencing students' willingness to communicate in English at Nha Trang College of Technology The findings offer valuable insights for teachers and students to develop effective strategies for enhancing English communication in the classroom Additionally, the results aim to improve teaching quality, foster a positive learning environment, and inform the design of impactful teaching programs By emphasizing the significance of English communication skills and understanding the factors affecting students' willingness to engage, teachers can adopt suitable educational methods Ultimately, this research empowers students to communicate confidently in English.
It provides useful information for teachers and educational administrators to better understand students' difficulties and challenges when communicating in English as a second language.
Organization of the thesis
The thesis is divided into five chapters, each chapter focuses on an important part of this topic
Chapter 1 – Introduction describes the research issue and rationale of the study, the aims and objectives, some specific research questions, and the scope of the study, which focuses on internal factors that influence students' willingness to communicate in English
Chapter 2- Literature review defines important terms, such as willingness to communicate, especially regarding foreign language acquisition Different factors that influence this willingness are indicated by theoretical models and past research studies in this chapter
Chapter 3 - Methodology defines the research design and approach This chapter identifies how the data are collected based on the characteristics of the sample, instruments, procedures for collecting the data, and methods are used to analyse the data
Chapter 4 – Findings presents the results from the analysis of the collected data The findings are supported by tables, quotes, and detailed descriptions It compares the results with the theories and previous research presented The chapter also discusses the implications of the findings, clarifying the relationships between influencing factors and students’ willingness to communicate
Chapter 5 – Conclusion relates the findings to the research objectives and discusses their implications for educators and researchers, particularly in enhancing communication practices in language learning Furthermore, it evaluates the study’s limitations and provides specific directions for future research to extend the focus on the internal factors influencing willingness to communicate (WTC).
LITERATURE REVIEW
Willingness to communicate
Willingness to communicate (WTC) emerged in the 1980s within communication studies, introduced by McCroskey and Baer (1985) as a measure of an individual's inclination to initiate communication across various contexts They defined WTC as the likelihood that a person will engage in communication when the opportunity arises, highlighting its significance in understanding communication behaviors.
MacIntyre, Clément, Dörnyei, and Noels (1998) defined willingness to communicate (WTC) as the intention to engage in communication when given the option Their research established a comprehensive, multi-layered, hierarchical model of WTC that incorporates affective, cognitive, and contextual factors, highlighting the complexity of communication intentions.
In 2003, it was emphasized that willingness to communicate (WTC) refers to an individual's intention to engage in conversation when the opportunity presents itself This perspective aligns with earlier views of WTC as a dynamic construct influenced by various factors such as situational context, motivation, and personal confidence The importance of psychological readiness and the availability of communication opportunities is underscored, particularly focusing on the intent to speak.
Dürnyei (2005) posited that willingness to communicate (WTC) is the readiness to engage in communication when psychological barriers are lifted and anticipated benefits are viewed positively Yashima (2002) described "international posture" as a construct reflecting attitudes towards global communities, encompassing the willingness to interact with intercultural partners, an interest in international affairs, and a desire to travel abroad, all of which are linked to motivation for learning English as a second language Additionally, Kang (2005) emphasized the significance of dynamism in communication, introducing the concept of situational WTC.
“a volitional choice to engage in the act of communication according to specific social situations” plays a substantial role in determining whether a communication opportunity will be utilized or eschewed
Our comprehension of WTC has been enhanced by recent practical studies that have connected it to school environments, rather than solely ideas Cao and Philp
In 2006, research explored the connections between classroom dynamics and learners' willingness to communicate (WTC), highlighting how the classroom environment plays a crucial role It was found that contextual factors, especially the teacher-student relationship, significantly impacted students' willingness to engage in communication.
Willingness to communicate (WTC) is defined by Khajavy, MacIntyre, and Barabadi (2018) as the varying likelihood of engaging in communication at a specific moment, highlighting its dynamic nature influenced by circumstances, participant personalities, and individual states of mind Liu and Jackson (2008) further expanded this concept, describing WTC as the degree to which an individual is inclined to communicate in a second language, thereby framing it as a measure of communication tendency.
Willingness to Communicate (WTC) varies among individuals based on their personality, experience, and confidence levels, as it represents their inclination to initiate communication in a second language (L2) Fallah (2014) emphasizes self-assessment as crucial for understanding one's readiness to engage in L2 communication across different contexts Yu (2009) expands on this by highlighting the proactive nature of WTC, suggesting that learners with high WTC not only express a willingness to communicate but also actively seek opportunities to do so Mahdi (2015) offers a broader definition, viewing WTC as the learner’s willingness to interact with others in L2 settings, while Khajavy et al (2021) frame WTC as an attitudinal measure reflecting the extent of opportunities for L2 communication, focusing on the underlying mental processes involved.
WTC, thinking of it as the psychological state that specifies the subject’s readiness to employ the second language
In summary, various authors have distinct perspectives on the concept of willingness to communicate This study, grounded in the definitions provided by MacIntyre, Dürnyei, Clément, and Noels (1998), highlights that willingness to communicate pertains to an individual's decision-making process regarding whether to engage in communication when the opportunity arises.
2.1.2 Willingness to communicate in foreign language acquisition
Willingness to communicate in foreign language acquisition (WTC-FLA) is a crucial concept that reflects a learner's attitude and readiness to use the target language for communication, ultimately enhancing language acquisition According to MacIntyre et al (1998), WTC is defined as the learner's inclination to engage in conversation in a second language (L2) at a given moment Effective communication relies not only on the ability to speak but also on the motivation and willingness to participate Various emotional, mental, and environmental factors can either facilitate or obstruct communication Baker and MacIntyre (2000) suggested that positive emotions can boost WTC by alleviating anxiety and fostering self-confidence.
Willingness to Communicate (WTC) is shaped by both personality traits and environmental factors Research by McCroskey and Baer (1985) indicates that introverts may exhibit lower levels of WTC compared to extroverts However, Wen and Clément (2003) emphasize that a supportive and encouraging environment can greatly enhance an individual’s WTC, regardless of their personality type.
In second language acquisition, willingness to communicate (WTC) plays a vital role, as highlighted by Yashima (2002) WTC is essential for language development and effective communication, requiring learners to achieve proficiency and be ready to use the language in real-life contexts.
The concept of willingness to communicate (WTC) is closely linked to communicative competence, which encompasses more than just the ability to communicate effectively based on a defined prototype Unlike the explicit definition provided by Canale and Swain (1980), communicative competence involves using language accurately and appropriately WTC is viewed as a vital component of this competence, reflecting not only learners' awareness of a language but also their motivation to engage in communication.
In recent years, the concept of Willingness to Communicate (WTC) has evolved to encompass digital communication, as explored by Sallinen-Kuparinen, McCroskey, and Richmond (1991) Their research highlights how online platforms and social media have transformed WTC, revealing that communication in cyberspace often leads to the emergence of information, influenced by factors such as perceived anonymity and self-regulation.
Roles of willingness to communicate in foreign language acquisition
Willingness to communicate (WTC) significantly influences foreign language acquisition, as defined by MacIntyre et al (1998) as the desire to engage in communication when given the opportunity High levels of WTC are associated with positive attitudes towards communication activities and improved language learning outcomes This section explores the critical role of WTC in foreign language learning, highlighting its relationship with learner characteristics and situational factors.
The primary role of Willingness to Communicate (WTC) is to enhance practice and exposure to the target language (L2), facilitating effective communication Learners with high WTC are eager to participate in communication activities both inside and outside the classroom, as noted by Kang (2005), who emphasized that these learners initiate conversations, leading to more frequent language use and increased exposure to appropriate input This heightened exposure accelerates learning in terms of both accuracy and fluency Additionally, MacIntyre et al (2001) highlighted a positive correlation between high WTC and opportunities for practice, indicating that learners with high WTC are more likely to engage in L2 environments, which are essential for successful L2 acquisition.
Willingness to Communicate (WTC) plays a crucial role in enhancing language ability and fluency According to Derwing, Munro, and Thomson (2008), students with higher fluency levels also show greater WTC, enabling them to participate in more complex and spontaneous conversations This relationship is further supported by Yashima, highlighting the importance of WTC in language development.
Learners with a high willingness to communicate (WTC) are more likely to attain advanced language proficiency Their motivation drives them to seek out language engagement opportunities, creating a cycle of communication and feedback that enhances both their communicative confidence and linguistic skills This process ultimately leads to the development of more sophisticated language abilities.
Increased willingness to communicate (WTC) is essential for enhancing communication skills, as learners with high WTC actively engage in conversations and group discussions, leading to significant improvements in their ability to communicate effectively A study by Yashima, Zenuk-Nishide, and Shimizu (2004) revealed that learners with strong WTC experience notable advancements in their communicative abilities over time, primarily due to their frequent use of a second language (L2) in various contexts, which fosters fluency, accuracy, and pragmatic use of language This consistent practice enables them to develop deeper communicative competence.
Willingness to communicate (WTC) plays a crucial role in language acquisition, yet it is not a fixed trait; rather, it is a dynamic construct influenced by individual and contextual factors (Cao & Philp, 2006) Learners' WTC fluctuates based on their emotional state, social situations, and the nature of tasks or interlocutors This variability highlights the importance of both personal and situational influences on WTC Interestingly, even highly motivated learners may exhibit low WTC when faced with anxiety or feelings of unpreparedness (MacIntyre and Legatto, 2011b) Conversely, learners with initially lower WTC can communicate confidently in supportive and positive environments.
Motivation plays a crucial role in second language acquisition, as highlighted by WTC, where learners' desire to engage significantly influences their participation levels Gardner's Socio-Educational Model (1985) emphasizes that integrative and communicative motivations foster a connection with the target language culture Additionally, learners with instrumental motivation, who view language learning as a means to achieve specific goals like job advancement, often demonstrate high willingness to communicate (WTC) due to the perceived benefits of the language in reaching their objectives (Dürnyei, 2005).
The implications of willingness to communicate (WTC) in language acquisition are significant for language teaching Teachers can enhance learners' WTC by fostering a supportive and low-anxiety environment, promoting positive group dynamics, and implementing activities that focus on authentic communication.
Heuristic Model of WTC in L2
This section explores the heuristic models of second language willingness to communicate (WTC) proposed by MacIntyre, Dürnyei, Clément, and Noels (1998) MacIntyre et al.'s model is widely regarded as the most comprehensive and influential framework in the realm of WTC research.
In 1998, MacIntyre, Dürnyei, Clément, and Noels introduced a groundbreaking model of Willingness to Communicate (WTC) in a second language (L2), which has become fundamental for analyzing communicative behavior in language acquisition Their model features a pyramid-shaped framework that encompasses various linguistic and psychological factors influencing individuals' willingness to engage in second language communication.
The heuristic model of willingness to communicate (WTC) in a second language (L2) represents the first comprehensive approach to understanding WTC as a situation-based variable (MacIntyre et al., 1998) This model conceptualizes L2 WTC at the state level rather than the trait level (MacIntyre, 2007) However, a significant limitation of this model is its one-dimensional pyramid structure, which fails to capture the complex interrelationships and varying weights of the components involved (Dürnyei, 2005) Additionally, it overlooks the fact that distal influences, such as social situations, can sometimes directly affect communication without following a simple hierarchical progression from proximal to distal factors (MacIntyre, 2003).
Figure 2.1 Heuristic model of WTC in L2 of MacIntyre et al (1998)
Layer 1 is communication behavior and it is an outcome of the complex system of interrelated variables in the lower layers Communication behavior represents the broad range of interactions that occur within various contexts, including personal, academic, and professional settings It is viewed as the culmination of various factors that are interconnected and influenced by lower-layer variables
Layer 2 is willingness to communicate, and it involves situation-specific factors As it is explained above, WTC is the key factor that decides the engagement of learners in communication
Layer 3 includes two immediate antecedents of willingness to communicate: desire to communicate with a specific person (3) and the state of communicative self- confidence (4) State communicative self-confidence includes two factors: state perceived competence and lack of state anxiety Lack of State Anxiety , which refers to the absence of immediate anxiety that can impede communication High levels of anxiety can inhibit a person’s willingness to engage, while a calm and confident state can enhance communication willingness
The next three layers show the influences, and serve as independent variables in analyzing WTC in L2
Layer 4 is motivational propensities, which is composed of interpersonal motivation, inter-group motivation and L2 self-confidence
Interpersonal motivation is the connection between an individual and their society, driven by factors such as control and affiliation Affiliation relates to power dynamics, where strong group solidarity influences an individual's engagement based on their perceived fit within the community Control, on the other hand, focuses on the role of teachers and their teaching styles, which play a crucial part in fostering opportunities for active student participation in communication.
Intergroup motivation arises from belonging to a specific group and is influenced by two key factors: control and affiliation Control facilitates the maintenance of intergroup influence, while affiliation reflects the desire to establish and maintain connections with other groups.
L2 self-confidence encompasses two key components: self-evaluation of language skills and language anxiety Self-evaluation pertains to how learners assess their proficiency in a second language, which greatly influences their willingness to communicate When learners perceive themselves as competent, they are more inclined to participate in conversations Conversely, language anxiety involves feelings of fear related to language use; lower anxiety levels correlate with a greater readiness to speak, as confidence fosters increased engagement in communication.
Layer 5 is named as affective and cognitive context, which is created by three components: inter-group attitudes, social situation, and communicative competence
Intergroup attitudes are shaped by integrativeness, which is linked to the frequency and quality of interactions with second language (L2) speakers Fear of assimilation can lead to reduced contact with the L2 community, while positive attitudes toward the L2 significantly influence motivation to learn the language.
+ Social situation (9) is a complex category that describes a social encounter in a particular setting Factors that influence situational variation are: participants, setting, purpose, topic, and channel of communication
+ Communicative competence (10) is the result of five main competences: linguistic competence, discourse competence, actional competence, sociocultural competence, and strategic competence
Layer 6 is the social and individual context This includes two factors that are considered to affect WTC at the least extent
Intergroup climate is shaped by the community's structural characteristics and the attitudes and values individuals hold towards the second language (L2) community Positive perceptions and feelings towards a specific group can lead to increased interaction and contact with members of that group, highlighting the importance of fostering supportive attitudes for effective communication and engagement.
+ Personality (12) will decide the way how a person reacts to communication
MacIntyre et al.'s model serves as a foundational framework for numerous studies on willingness to communicate (WTC); however, its applicability is more suited to Western contexts than to Asian ones To adapt this model for Asian settings, Wen & Clément (2003) conducted research titled “A Chinese Conceptualization of Willingness to Communicate in ESL,” which highlighted that cultural values significantly shape individuals' perceptions and learning approaches in countries like China, where rule-domination and face-protection are prevalent This cultural influence plays a crucial role in affecting WTC in second language (L2) contexts.
Factors influencing willingness to communicate
Willingness to communicate (WTC) is a crucial concept in language practice research, reflecting the motivation to engage with others using the target language It is a dynamic and context-dependent construct, influenced by various individual and situational factors Defined as "the intention to initiate communication, given a choice" (MacIntyre et al., 1998, p 547), WTC highlights the variability in language use among speakers.
The proposed pyramid model of willingness to communicate (WTC) consists of six interrelated layers: personality, intergroup climate, social context, affective state, perceived communication competence, and situational WTC These factors collectively influence a learner's decision to engage in communication in a target language Numerous studies have validated and expanded this model, identifying additional influences on WTC, such as language anxiety, self-confidence, motivation, classroom environment, and teacher support Understanding these factors is crucial for developing communicative competence in a second language (L2).
Researchers identify various factors influencing students' willingness to communicate, but this study focuses specifically on internal factors Key elements include self-confidence, intrinsic motivation, personality traits, self-perceived communication competence, language attitude, language anxiety, and self-efficacy.
Internal factors significantly shape an individual's mindset, emotional state, and behavior in communication contexts These factors are essential in determining a learner's willingness to communicate, as they directly affect the comfort and motivation levels when engaging in a second language While external factors also play a vital role, they are not the focus of this discussion.
Figure 2.2 Conceptual framework of the current study
Self-confidence, as defined by Bandura (1997), is the belief in successfully accomplishing a specific task, which in language learning pertains to a learner's assurance in effectively using a target language MacIntyre et al (1998) highlighted self-confidence as a crucial predictor of willingness to communicate (WTC) in a second language A significant concern in this context is communication apprehension, described by Horwitz et al (1986) as the anxiety linked to real or anticipated communication in a second language Learners with low self-confidence often experience heightened anxiety, hindering their ability to engage in communication and perpetuating their lack of confidence In contrast, those with high self-confidence in using English in real-life situations demonstrate greater WTC (Yashima, 2000) Yashima's research (2002) further emphasized that learners with high self-confidence are less anxious, more assured in their skills, and more willing to initiate communication, even in challenging or unfamiliar situations.
Research by MacIntyre and Charos (1996) highlights that self-confidence significantly enhances language learners' willingness to participate in communication Clement (1980) further developed the idea of linguistic self-confidence, indicating that it arises from regular and successful interactions in the target language His findings reveal that students who engage in meaningful communication in their second language (L2) tend to cultivate greater self-confidence.
Intrinsic motivation is the internal drive that compels individuals to engage in activities for the inherent satisfaction they provide, rather than for external rewards (Deci & Ryan, 1985) In language learning, intrinsically motivated learners pursue a language because they find it interesting and enjoyable, as opposed to being motivated by grades or external approval This type of motivation stems from a personal desire to improve, learn, and connect with others through the language.
Learners' motivation, shaped by autonomy, competence, and relatedness, significantly impacts intrinsic motivation A supportive learning environment that fosters autonomy and meaningful communication can sustain learners' intrinsic motivation Individuals who experience positive and rewarding learning moments are more inclined to engage in communicative interactions As highlighted by MacIntyre et al (1998), intrinsic motivation is a crucial factor in willingness to communicate (WTC), suggesting that those who are intrinsically motivated are more likely to participate in spontaneous communication.
Language autonomy significantly boosts willingness to communicate (WTC) by fostering intrinsic motivation This motivation, driven by the sense of control over one's actions, generates a positive feedback loop that encourages ongoing engagement in communication activities (Noels et al., 2003).
Intrinsic motivation plays a crucial role in successful language acquisition and communication Research by Noels et al (2000) indicates that intrinsically motivated students demonstrate greater perseverance and a willingness to engage in speaking the target language Learners who find enjoyment in language learning are more likely to participate in communicative activities, enhancing their language skills Additionally, Yashima (2002) found that higher levels of intrinsic motivation among learners in Japan significantly increased their willingness to communicate (WTC) in English, particularly in real-life situations beyond the classroom.
Eysenck (1990) identifies introversion and extroversion as key personality traits that influence communication styles Extroverted individuals tend to be more talkative, friendly, and outgoing, making them more inclined to engage in speaking a second language (L2) with ease In contrast, introverts are often reserved, thoughtful, and shy, which can hinder their willingness to communicate, particularly in a foreign language.
Dewaele and Furnham (2000) found that extroverts actively seek opportunities to communicate in a second language (L2), while introverts tend to avoid such situations, preferring solitude and quiet reflection Their research concluded that extroverts not only demonstrate a greater willingness to engage in conversation but also tend to excel in L2 communication due to their enjoyment of practicing and interacting with others.
Extroverts tend to initiate conversations more easily due to their social nature and desire for stimulation, while introverts may take longer to feel comfortable and often hesitate to speak, even if they are proficient in the language Research by Wilson and Dewaele (2010) indicates that extroverts exhibit a higher willingness to communicate in both their first and second languages, as they experience less anxiety and find enjoyment in conversation In contrast, introverts frequently feel anxious in social situations, which diminishes their willingness to engage in communication.
Personality plays a significant role in language acquisition, influencing both communication styles and learning preferences Research by Ożańska-Ponikwia (2013) indicates that extroverted individuals tend to excel in speaking and listening skills due to their frequent interactions, while introverted learners often thrive in reading and writing, favoring solitary study methods.
Self-perceived communication competence refers to an individual's assessment of their ability to communicate effectively in specific contexts, particularly in language learning, where it reflects learners' beliefs about their skills in expressing and understanding the target language (McCroskey, 1988) This self-perception significantly impacts willingness to communicate (WTC), as learners with high self-perceived competence tend to take more risks and exhibit less language anxiety, making them more open to communication in diverse situations MacIntyre et al (1998) proposed a pyramid model of WTC, highlighting that confident learners are more prepared to engage in conversations Supporting this notion, Baker and MacIntyre (2000) found that individuals who perceive themselves as more competent are more likely to participate in language exchanges, leading to reduced anxiety and enhanced communication outcomes.
(2002) studied the WTC of Japanese learners of English and discovered that self- perceived communication competence had a significant relation to WTC
The extent of willingness to communicate (WTC)
To assess the degree of Willingness to Communicate (WTC) in English, it is essential to analyze the manifestations of high, medium, and low WTC levels among students These levels align with previous research on second language acquisition and communication willingness, emphasizing the importance of individual, societal, and contextual factors.
Students with high willingness to communicate (WTC) often initiate conversations, actively contribute to discussions, and are eager to engage in both formal and informal speaking situations They embrace communicative risks and demonstrate resourcefulness in English by participating in spontaneous speaking activities Rather than viewing communication as a challenge, they see it as a developing process during classroom interactions, enhancing the overall learning experience These students are enthusiastic about various English language activities, comfortable speaking in front of groups, and frequently the first to respond to questions or engage peers in discussions Their assertiveness is evident in their willingness to pose questions and participate in both classroom and extracurricular activities Driven by a strong motivation to learn, they often seek opportunities to practice English outside the classroom.
Students with moderate willingness to communicate (WTC) tend to engage when stimulated but do not initiate communication independently According to Peng (2014), these learners interact selectively, influenced by situational factors such as familiarity with topics, comfort levels with peers, and the support provided by teachers They may feel uneasy with unstructured activities and prefer tasks that are clearly defined At this medium WTC level, students are more likely to participate in speaking activities when prompted by a teacher, but they often hesitate to use their second language in larger group settings or unfamiliar tasks, such as essays, speeches, or debates Their willingness to communicate varies based on perceived task difficulty and the overall classroom environment.
Learners with a moderate level of willingness to communicate (WTC) engage in speaking activities at a similar level, participating when prompted or in familiar contexts However, they tend to avoid more voluntary or challenging speaking situations Their willingness to speak is influenced by their comfort in the classroom, the topic being discussed, and the level of encouragement received from their teacher.
Learners with low willingness to communicate (WTC) often avoid speaking activities, refrain from answering questions in class, and exhibit minimal verbal engagement Research by MacIntyre et al (1998) highlights that low WTC is closely linked to communication apprehension and language anxiety, leading to decreased participation Liu and Jackson (2008) found that such students tend to disengage from task-related discussions to evade negative evaluations or mistakes They often fear making errors, struggle with low self-esteem regarding their language skills, and typically do not contribute voluntarily during group discussions, opting instead for brief responses when directly addressed This low WTC suggests a need for increased encouragement and reinforcement to boost their confidence and participation in communication activities Consequently, these students may respond with simplistic answers, avoid elaborate interactions, and display signs of nervousness, such as fidgeting or blushing, during speaking tasks.
Related studies
According to McCrae and Costa (1987), personality traits such as openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism significantly impact communicative behavior and influence willingness to communicate (WTC) Dewaele and Furnham (2000) further emphasized that extraverts exhibit higher WTC in a second language compared to introverts, who may restrict their communicative engagement This suggests that extroverted individuals are more inclined to communicate due to their outgoing nature and enthusiasm, while introverts tend to limit their communication due to their reserved tendencies.
Dürnyei (1998) emphasized that motivation is essential for language acquisition, with integrative and instrumental orientations influencing one's enthusiasm for communication Integrative motivation fosters cultural assimilation and personal enjoyment, while instrumental motivation focuses on practical benefits such as career advancement and educational goals Noels et al (2000) further highlighted that learners with a strong integrative orientation exhibit higher levels of willingness to communicate (WTC), driven by their desire to connect with the target language culture This engagement with the target language community not only enhances their language involvement but also increases the chances of initiating conversations.
Hofstede (1986) highlights that cultural dimensions, particularly individualism versus collectivism, significantly influence an individual's willingness to communicate (WTC) and shape social behavior in communication In individualistic cultures, self-expression and initiating conversations are encouraged, while collectivist cultures tend to promote a more reserved communication style that prioritizes group conformity Kim (2001) further supports this notion, emphasizing the impact of cultural values on communication practices.
Cultural upbringing plays a crucial role in shaping free expression and initial engagement with a foreign language This insight emphasizes how cultural backgrounds influence language practices beyond one's native tongue Kim explores the intricacies of communication styles that are developed within specific cultural contexts.
Kim examines the diverse communication styles shaped by specific cultural contexts, noting that individuals from these cultures often begin speaking foreign languages at a young age Traits such as talkativeness and assertiveness are viewed positively, encouraging discussions on topics typically avoided within comfort zones Furthermore, the role of educational settings is crucial in fostering willingness to communicate (WTC), as highlighted by Pica et al (1996), who assert that the classroom environment, including the teacher's methods and attitudes, significantly influences learners' WTC.
According to Ellis (1994), the input, interaction, and feedback in a language learning environment significantly influence students' willingness to communicate (WTC) These elements can enhance students' self-confidence and encourage them to engage in a second language Peng and Woodrow (2010) found that for Chinese learners, a combination of communication confidence and anxiety plays a crucial role in motivating WTC both in and out of the classroom Their study revealed that students with higher confidence and lower anxiety levels were more likely to participate in English communication.
A study by Khajavy et al (2016) on Iranian learners revealed that the classroom environment, particularly teacher support and peer relationships, significantly influences willingness to communicate (WTC) The research suggests that a supportive atmosphere enhances learners' perceived competence and diminishes communication anxiety, ultimately leading to an increase in WTC.
Zhou et al (2020) examined how digital literacy impacts willingness to communicate (WTC) among Chinese students in online learning environments, finding that students with higher digital proficiency exhibited greater WTC due to reduced communication barriers Expanding on this concept, MacIntyre et al (2021) reviewed the Communication Readiness model, highlighting that learners with elevated WTC tend to practice mindfulness and possess cognitive flexibility, enabling them to adapt to changing communication scenarios and effectively manage stress in unpredictable situations.
Research by Mystkowska-Wiertelak (2016) expanded the concept of willingness to communicate (WTC) to writing, revealing that personality traits such as introversion may hinder oral communication, yet learners typically show increased WTC in writing due to the additional processing time and reduced social pressure Dewaele (2012) examined multilingual individuals and discovered that WTC tends to be higher in their first language (L1), although motivation and emotional ties to second or third languages can enhance WTC in those languages Multilinguals with strong cultural and emotional connections to specific languages demonstrated significantly greater WTC.
MacIntyre, Burns, and Jessome (2011) examined the relationship between personality traits, willingness to communicate (WTC), and language learning, highlighting that extroverted learners tend to exhibit higher WTC, while anxiety significantly hinders communication, particularly in high-pressure situations like oral exams In a related study, Khajavy, MacIntyre, and Barabadi (2018) utilized a mixed-method approach to reveal that WTC is dynamic and varies during different classroom interactions Their findings underscored the critical role of situational factors, including teacher feedback, peer support, and familiarity with topics, in shaping a learner's willingness to engage in communication within the classroom.
Liu et al (2021) found that online collaborative learning positively impacts students' willingness to communicate (WTC), as participation in online discussions reduces anxiety and boosts confidence This highlights the importance of communication in digital environments Similarly, Gao and Zhang (2022) emphasized that peer feedback significantly enhances WTC among Chinese EFL learners, leading to increased willingness and confidence in English communication, ultimately enriching their language learning experience.
Yasuda (2022) examined how anxiety management strategies influence willingness to communicate (WTC) in students The study revealed that students who employed techniques such as deep breathing and positive visualization prior to speaking were more inclined to initiate conversations in English.
Effective coping strategies can help learners navigate communication barriers, suggesting that these strategies are essential for overcoming such challenges Supporting this notion, Kim and Hwang (2023) found that familiarity with digital communication tools enhances willingness to communicate (WTC) among South Korean college students by fostering more comfortable interaction environments.
Huang et al (2023) explored the impact of gamification on students' willingness to communicate (WTC) in language learning, finding that active language practice on social media platforms enhances WTC The informal nature of social media reduces communication pressure, contributing to higher engagement Their research highlights the significance of cultural contexts, digital environments, peer interactions, and emotional support in shaping WTC, offering a comprehensive understanding of the factors that influence language learning engagement.
This chapter discusses various research articles related to Willingness to Communicate (WTC) and identifies key factors influencing it The thesis's data research draws from these studies, highlighting a notable gap in the literature regarding communication readiness in foreign language learning environments in Vietnam Despite extensive research on WTC in Western countries, there remains a scarcity of studies focused on the factors affecting the WTC of Vietnamese students.
METHODOLOGY
Research methods
Willingness to Communicate has been identified as a multidimensional construct influenced by factors such as linguistic self-confidence, attitudes toward interlocutors, and situational variables (MacIntyre, Dửrnyei, Clộment & Noels,
The study employs a mixed-methods approach, integrating both quantitative and qualitative research methodologies to gather and analyze data Quantitative research, characterized by the use of numerical data, enables macro analysis of the sample population, as noted by Creswell (2013) and Teddlie & Tashakkori (2009) As defined by Fraenkel, it systematically investigates phenomena through statistical techniques to derive generalizations from collected data In this study, quantitative data is obtained using Likert scale questionnaires distributed to a representative sample of students enrolled in English language courses at Nha Trang College of Technology Additionally, qualitative data is gathered through interviews with select students to evaluate factors influencing their perceptions and willingness to communicate in English.
Participants
This study, conducted at Nha Trang College of Technology, focuses on first-year non-English major students from various fields, including tourism, corporate accounting, hotel management, and industrial electrical engineering The research aims to explore foreign language learning challenges faced by these students, who are required to complete a 16-week English course to achieve basic language proficiency.
Students engage in eight English periods each week, with two weeks dedicated to exams that assess their progress The curriculum is designed to consistently enhance the four essential language skills: reading, speaking, listening, and writing Moreover, there is a significant emphasis on grammar and vocabulary development, which are crucial for attaining English proficiency.
A total of 100 students participated in the WTC-level study, while 200 students were involved in the factors study Additionally, 20 students from five different majors were randomly selected for interviews, with four students from each major answering 10 questions All participants demonstrated a similar level of English proficiency, categorized as A1 on the Common European Framework of Reference for Languages (CEFR) Despite their equal proficiency, the students hailed from various cities, contributing to a rich diversity in language, academic interests, and cultural backgrounds.
Table 3.1 Gender distribution of participants
Gender Number of participants Percentage
In the study, male students comprised 50.67% and female students 49.33% of the participants, indicating a slight male majority but overall relative gender equality This balanced representation facilitates a comprehensive examination of learning experiences from diverse perspectives Additionally, the research incorporates various factors, including geographical, cultural, and gender influences, enriching the understanding of students' learning experiences.
The study involves participants from diverse academic backgrounds, including Civil Engineering, Hotel Management, Tourism and Travel Management, Information Technology, and Mechanical Engineering All students are 18 years old and have completed three years of English study in high school, providing them with a foundational understanding of the language This prior learning experience is beneficial as they embark on their first year of college The primary objective of the research is to explore their willingness to communicate in English, taking into account their varied experiences, interests, and perspectives.
The table below summarizes the distribution of participants by majors:
Table 3.2 Academic discipline distribution of participants
Academic discipline Number of participants Percentage
The study reveals the distribution of participants across various academic disciplines, highlighting that Corporate Accounting leads with 22.67% representation, while Food Processing Technology has the least at 17.67% Additionally, 20% of participants come from other fields, including Hotel Management, Tourism and Travel Management, and Industrial Electrical Engineering This diverse academic background among participants allows for a more comprehensive analysis of overall learning experiences.
Instrument
This study utilizes a questionnaire and interviews as its primary data collection instruments, strategically selected to gain a comprehensive understanding of the factors affecting students' Willingness to Communicate (WTC) in English.
The questionnaire serves as a comprehensive tool for gathering demographic data, students' willingness to communicate (WTC), and the internal and external factors influencing communication behaviors By merging two previously separate questionnaires into a single, streamlined instrument, it enhances both consistency and efficiency in data collection.
The initial section of the questionnaire collects demographic data from participants, such as age, gender, and language background This information is crucial for contextualizing the analysis and ensuring that the sample accurately reflects the target population Understanding these demographic factors is essential for analyzing their potential impact on students' communication behaviors.
The second section of the questionnaire assesses students' willingness to communicate (WTC) through fourteen Likert-scale questions that range from "Never" to "Always." These questions examine WTC across various contexts, including classroom interactions, peer communication, and public speaking situations This structured approach allows the study to effectively gauge the varying degrees of WTC that students demonstrate in different communicative environments.
The concluding section of the questionnaire explores internal factors affecting willingness to communicate (WTC), focusing on motivation, anxiety, self-confidence, and situational or psychological influences Comprising 35 scenarios, this section facilitates the analysis of how these elements interact and shape students' communication behaviors The well-structured design of the questionnaire enables effective data collection, summarization, and analysis, leading to valuable insights.
A questionnaire was administered to a sample of 200 students enrolled in English language courses at Nha Trang College of Technology, integrating demographic, situational, and psychological data to comprehensively address the study's research objectives.
To enhance the quantitative findings from the questionnaire, semi-structured interviews are conducted to gain deeper insights into students' perspectives These interviews focus on exploring students' experiences, attitudes, and perceptions of willingness to communicate (WTC) in English, specifically within classroom environments.
Interviews are conducted in Vietnamese to guarantee participants fully comprehend the questions and feel at ease sharing their opinions Each interview involves an individual participant, chosen after completing a questionnaire, to maintain consistency in data collection In total, 20 interviews are held, with each session lasting around 10 to 15 minutes.
The interview questions are designed around the study's conceptual framework, focusing on ten essential inquiries that explore participants' willingness to communicate (WTC) and the various factors affecting it, such as motivational, psychological, and contextual elements The semi-structured interview format promotes a conversational and adaptable approach, enabling the researcher to delve deeper into specific answers, which ultimately yields more detailed and insightful data.
All interviews are recorded with participant consent and subsequently transcribed for analysis Conducting these interviews following the questionnaire phase allows for the collection of qualitative data that enhances and deepens the insights gained from the quantitative findings.
Data collection procedure
The data collection process is divided into two parts, which involve two questionnaires used in the study to measure the Willingness to Communicate (WTC) among students
In Part 1 of the study, Questionnaire 1 is administered over three weeks to 200 students from four classes across five academic disciplines, ensuring a representative sample of willingness to communicate (WTC) The selected classes encompass a diverse range of fields, and students complete the questionnaire during class time, with a 30-minute allocation for responses This survey aims to gather demographic information and assess students' WTC in various contexts, ultimately providing valuable insights into how WTC varies across social and academic situations for further analysis.
In Part 2 of the study, Questionnaire 2 is administered to 200 first-year students across five different academic disciplines during their lecture sessions This random sampling of students from diverse fields ensures a broad and representative overview of Willingness to Communicate (WTC) The questionnaire evaluates various factors related to communication behaviors, each assessed through five distinct real-life scenarios This comprehensive approach allows the study to thoroughly explore the numerous variables that influence WTC.
After analyzing the responses of 200 participants who completed both questionnaires, a systematic selection process is employed to choose 20 interview participants, ensuring diversity and alignment with the study's objectives The analysis categorizes students into three groups based on their Willingness to Communicate (WTC) levels—low, moderate, and high—across various contexts, including classroom settings, peer interactions, and public communication This classification guarantees that the selected participants reflect a wide range of communication behaviors and attitudes.
To ensure a diverse sample, the researcher selects students from various academic disciplines, preventing any single field from being overrepresented This approach guarantees that the interviews capture a wide range of perspectives influenced by participants' educational backgrounds, while also addressing potential variations in willingness to communicate (WTC) linked to specific learning environments or discipline-related factors.
The final criterion for participant selection is their voluntary willingness to engage in interviews, following the assessment of WTC levels and academic diversity After completing the questionnaires, participants can express their interest in participating in follow-up interviews for additional data collection Those who show willingness are shortlisted, and from this group, participants are carefully chosen to maintain a balance of the three WTC levels while ensuring equal representation across various disciplines.
Twenty selected participants are contacted directly to schedule interviews at their convenience, conducted in Vietnamese to ensure clarity and comfort Each interview lasts about 10 to 15 minutes in a quiet, familiar setting like classrooms or break areas, promoting open and honest responses With participants' consent, the interviews are audio-recorded and transcribed verbatim for analysis Prior to the interviews, participants receive a thorough briefing on the study's purpose, with guarantees of confidentiality and anonymity to build trust and transparency in the data collection process.
Data analysis
Quantitative data from the two questionnaires are processed using both Excel and SPSS to analyze different aspects of the study on students’ English communication skills (WTC)
Questionnaire 1 data is analyzed using SPSS: students' demographic information and WTC in different contexts Descriptive statistics such as mean, standard deviation and frequency are calculated in the software to describe the overall level of students’ WTC The data is also compared using Excel, comparing WTC between different groups of students (male/female, different majors) and between different communication contexts (in the classroom, with friends, with foreigners) This study can also be done in Excel to explore the relationship of WTC and other factors or demographic variables
Questionnaire 2 data is analyzed by Excel and assesses using factors that influence students’ communication behaviors in five real life situations The data for this research is visualized using tables in Excel to identify trends and correlations between factors and WTC in each case It might be possible to use Excel to produce a chart of the differences between WTC levels for different situations, or even to analyze which factors (e.g., confidence, anxiety, motivation) have the strongest impact on WTC
The researcher conducted interviews with 20 students, processing the collected data through thematic coding Initially, audio recordings were transcribed for easier analysis The transcripts were thoroughly reviewed to ensure a comprehensive understanding of the content and context Relevant segments of the data were assigned descriptive or explanatory codes, summarizing the content or capturing its meaning Subsequently, participant responses were classified into main themes, allowing for the identification of common trends across the data.
Discussion of reliability and validity
To guarantee the reliability and validity of the data collection tools, the questionnaire and interview questions underwent thorough evaluation The reliability of the questionnaire was assessed using Cronbach's Alpha, a recognized metric for internal consistency, with the analysis conducted via SPSS software (IBM, version).
26) to calculate Cronbach's Alpha, which determines the extent to which the items on the questionnaire consistently measure the underlying construct—Willingness to Communicate (WTC)
The results of the Scale Reliability Statistics for the questionnaire are presented in Table 3.3
Table 3.3 Reliability Statistics of the questionnaire
The Cronbach's Alpha value for the questionnaire is 0.939, demonstrating a high level of internal consistency Nunnally and Bernstein (1994) state that a value above 0.7 is acceptable, while values exceeding 0.9 indicate excellent reliability Therefore, the result of 0.939 confirms that the questionnaire items are highly reliable, ensuring that the data collected is trustworthy for further analysis.
To ensure the reliability and validity of the instruments measuring Willingness to Communicate (WTC), the questionnaire and interview questions were carefully developed Items were adapted from the widely recognized Willingness to Communicate scale by McCroskey and Baer (1985), known for its effectiveness in evaluating communication behaviors Content validity was further reinforced by aligning the questions with the research objectives and integrating insights from prior studies on WTC.
The interview questions were crafted based on the study's conceptual framework and validated through the work of McCroskey and Baer (1985) To ensure validity, the questions were meticulously reviewed and refined to address key variables related to willingness to communicate (WTC), including motivational, psychological, and contextual factors The semi-structured interview format provided flexibility to explore participants' perspectives while keeping the focus on research objectives, further enhancing the instrument's validity.
Overall, the high reliability score and the careful validation process demonstrate that the data collection instruments are both consistent and appropriate for measuring students' WTC in English.