INTRODUCTION
Statements of the problem and the rationale of the study
In Vietnam, the approach to studying English has evolved from solely preparing for paper exams, which emphasized grammar, to recognizing its importance as a global means of communication Over the past few decades, there has been a significant increase in the demand for English language proficiency, driven by public awareness initiatives and policies from the Ministry of Education and Training Consequently, more university students are now showing a keen interest in enhancing their English speaking skills.
Many college students in Vietnam, particularly freshmen, face significant challenges in English speaking performance Although they desire to practice speaking, they often struggle to express themselves due to a focus on grammar and vocabulary over practical speaking skills As a result, they frequently find it difficult to articulate their ideas and may feel too shy to speak in front of others.
In second or foreign language acquisition, students' shyness in speaking is referred to as "willingness to speak," which is vital for enhancing communicative competence and reducing communication apprehension (MacIntyre, 2007) While numerous studies have explored this topic, various factors influence the effectiveness of willingness to communicate Additionally, students' willingness to engage in conversation can fluctuate based on different communication variables (Galajda, 2017).
Despite some research into this issue of students‟ willingness to communicate, most of the studies have been conducted in different contexts
In Vietnam, there have been two studies about willingness to communicate in
In light of the limitations in research design and data from studies conducted in 2012 and 2014, this investigation aims to explore first-year students' willingness to communicate (WTC) in English during speaking lessons at an Institute of Education Management in Vietnam The current study seeks to contribute to the existing literature by offering more comprehensive data and a deeper understanding of this issue from the students' perspective.
Aims of the study
This research aims to assess the willingness to communicate (WTC) among first-year students at the National Institute of Education Management (NIEM) during English speaking lessons It focuses on evaluating current WTC levels and identifying factors that influence these levels through survey questionnaires and interviews Additionally, the study will propose solutions to enhance student participation in speaking activities.
Objectives of the study
The objectives can be guided by two research questions as follows:
1 What is the level of willingness to communicate in English of NIEM first-year students?
2 What factors affect their willingness to communicate in English in speaking lessons?
Significance of the study
This research aims to enhance the understanding of willingness to communicate (WTC) in Vietnam, contributing valuable insights to existing literature It is designed to assist language teachers at NIEM and higher education educators across Vietnam in recognizing the factors that influence WTC within local contexts Furthermore, this study serves as a valuable reference for educators interested in this important topic.
Scope of the study
This research focuses on students' willingness to communicate (WTC) and the factors influencing it, while excluding teachers' perceptions and other institutional factors related to this topic.
The study focuses on first-year students in English speaking lessons who possess a basic understanding of the language but exhibit slow responses in an English-speaking environment Recently graduated from high school, these students tend to cling to their previous study habits centered around grammar, vocabulary, and pronunciation aimed at passing national exams, indicating a need for time and a supportive environment to facilitate their transition.
Methods of the study
This cross-sectional survey research utilized two data collection methods: questionnaires and interviews Questionnaires efficiently gathered extensive information quickly and were applicable to diverse populations (Foddy, 1994) Meanwhile, interviews were conducted in natural settings and recorded for subsequent transcription (Foddy, 1994).
Design of the thesis
Part one, “Introduction” presents the rationale, the objectives, the scope, the tasks, the methods, the significance and the design of the study
Part two, “Development” has three chapters:
Chapter 1: Literature review provides the background of the study, including definition of key concepts such as willingness to communicate in second language (L2), roles of teachers and students, speaking competence, speaking in second language learning and teaching and a critical review of contemporary related studies
Chapter 2: Methodology describes the participants and instruments of the study, as well as the process employed to carry out the research
Chapter 3: Findings and discussion from the collected data are represented and in connection with the research questions and previous studies
Part three: Conclusion summarizes the main issues discussed in the paper, the limitations of the research, recommendations related to research topic as well as suggestions for further research.
LITERATURE REVIEW
Willingness to communicate
This section explores the fundamental concepts of Willingness to Communicate (WTC) by reviewing existing literature It begins by defining the term "willingness" before delving into the nuances of communication According to Galajda (2017), four key factors influence WTC: the context of communication, the individuals involved in interpersonal communication, the level of communicative competence, and the availability of opportunities to communicate.
Oxford Learner Dictionary (Hornby, 2015, p 1764) defines
"Willingness" refers to the readiness and eagerness to engage in actions or tasks, highlighting the importance of being prepared to learn and participate For instance, academic success is closely linked to a student's willingness to learn Additionally, willingness plays a crucial role in effective communication, facilitating interaction and enhancing both speaking and writing skills in classroom settings (Mystkowska-Wiertelak & Pawlak, 2017).
“The word communication has quite a different root meaning” (Barker,
Effective communication involves conveying information clearly and accurately (Barker, 2010) In the context of English speaking, it encompasses more than just pronouncing words; it requires mastering various skills (Lazaraton, 2001) To ensure listeners understand the message, speakers must adhere to specific rules regarding pronunciation, such as clarity, stress, rhythm, and intonation Additionally, meaningful speech necessitates careful attention to vocabulary, word order, and grammatical forms The coherence of ideas, linking the main idea with supporting details, is also crucial for comprehensibility (Peck, 2001).
The notion of Willingness to Communicate itself was originally investigated in a study from the perspective of communication in the first language (L1) (Burgoon, 1976), MacIntyre, Clement, Dornyei, and Noels
In 1998, the concept of Willingness to Communicate (WTC) was introduced in the context of second language (L2) communication, defined as the "readiness to enter into discourse at a particular time with a specific person or persons, using a L2" (MacIntyre et al., 1998, p 547).
Willingness to communicate (WTC) refers to the likelihood of individuals engaging in communication when given the choice In essence, WTC reflects a person's intention to participate in communicative behaviors.
Willingness to Communicate (WTC) was introduced as a measure of an individual's inclination to engage in communication, reflecting their overall personality orientation towards talking, as defined by McCroskey and Richmond (1987) In subsequent research, McCroskey and Richmond (1990) identified factors such as introversion, self-esteem, communication competence, communication apprehension, and cultural diversity as key antecedents influencing differences in L1 WTC To clarify the concept further, Levine and McCroskey (1990) described WTC as an individual's predisposition to initiate conversations with others Initially, WTC was viewed as a stable personality trait, demonstrating consistent individual differences across various contexts and over time.
Effective communication hinges on the speaker's awareness of their relationship with listeners, emphasizing the importance of personal needs in interactions (Galajda, 2017) Individuals must recognize their objectives and desires during communication, as personal goals often drive self-presentation To foster meaningful connections, communicators should cultivate shared feelings, mutual respect, and a commitment to maintaining relationships Consequently, interpersonal communication not only facilitates connection but also serves as a tool for influencing others and achieving personal objectives (Galajda, 2017, p 2).
Interpersonal communication is defined as “communication between and among members of a task group who meet for a common purpose or goal” (West
Effective group communication requires shared goals among members, and the language used should reflect societal norms To foster connections and help individuals achieve personal objectives, a diverse range of communicative activities is essential Understanding the communication process involves recognizing both verbal and non-verbal signals, with the latter becoming particularly crucial in classroom settings where verbal communication may falter.
Communicative competence (CC) is a complex concept that is challenging to define, often relating closely to effective communication (McCroskey & Richmond, 1990) Historically, Hymes (1972) critiques the idea of an "ideal speaker-listener" with perfect linguistic knowledge, as proposed by Chomsky (1965, 2014), arguing that this does not accurately represent the essence of CC.
He defines CC as practical needs and natural communication or the ability for performance (Hymes, 1972) From a more modern perspective, Rodriques
(2000, as cited in Galajda, 2017) looks at language proficiency as both competence and performance since it is the actual realization of the competence
Effective communication in the classroom is a fundamental aspect of communicative language teaching (CLT) and a key principle in modern language learning methodologies (Ellis, 2014) Despite the presence of opportunities for meaningful oral practice, many teachers find that their lesson preparations yield limited engagement from students in speaking activities This lack of participation can be attributed to various factors, including speaking anxiety (Jackson, 2002; Liu & Jackson, 2008; Roach, 2009), insufficient time allocated for communicative tasks (MacIntyre, Burns, & Jessome, 2011), large class sizes (Sun, 2012), limited out-of-class language practice (Lai, Zhu, & Gong, 2015), and a weak sense of learning community (Reid & Trofimovich, 2018) Additionally, students' motivation (Hashimoto, 2002; Joe, Hiver, & Al-Hoorie, 2017; Yoko, 2016) and the neglect of computer-mediated foreign language learning research (Buckingham & Alpaslan, 2017) further contribute to this issue.
In conclusion, this section helps to form the theoretical framework for the present studies and it also present an awareness on four important conditions of WTC.
Factors Influencing WTC
This section reviews the factors affecting Willingness to Communicate in English These factors are not all but they are the most relevant and crucial to WTC (MacIntyre et al., 1998)
Noticeably, there are various researchers who have investigated the teacher’s roles on WTC (Frymier, 2009; Gol, Zand-Moghadam, & Karrabi,
The role of a teacher as an interlocutor in facilitating group interactions is essential for success, as highlighted by various studies (Joe et al., 2014; Khodarahmia & Nia, 2014; Kuutila, 2014; Sari, 2016; Skinner & Belmont, 1993) To effectively guide students, teachers must understand different leadership styles (Galajda, 2017) Additionally, a teacher's actions and words significantly influence students' willingness to communicate (WTC) (Frymier, 2009).
Self-perceived communicative competence (CC) plays a vital role in influencing students' willingness to communicate (WTC) Research by Donovan and MacIntyre (2005) revealed that while university females tend to have a more negative perception of their communicative abilities, males view self-perceived CC as a strong predictor of WTC Additionally, Dilbeck et al (2009) found that individuals with high self-perceived CC are more inclined to engage in communication Furthermore, Covin, Donovan, and MacIntyre (2003) highlighted that students' perceptions of their self-esteem significantly affect their WTC, indicating that self-esteem is a crucial factor in communication performance.
Language anxiety significantly impacts willingness to communicate (WTC) in second or foreign language education, leading to both personal and social challenges Numerous scholars, including Gregersen, Meza, and MacIntyre (2014), Jackson (2002), Liu and Jackson (2008), and MacIntyre (1995), have explored the intricate relationship between language anxiety and WTC, highlighting its relevance in educational contexts Understanding this connection is crucial for addressing the barriers learners face in language acquisition and communication.
Communication apprehension (CA), a key aspect of language anxiety first introduced by McCroskey in 1970, refers to the anxiety experienced during actual or anticipated communication This phenomenon has garnered significant attention from researchers, particularly in relation to willingness to communicate (WTC), with various studies exploring their correlation (Burgoon, 1976; Donovan & MacIntyre, 2005; Levine & McCroskey, 1990; Sallinen-Kuparinen, McCroskey, & Richmond, 1991).
The social setting of a classroom significantly influences willingness to communicate (WTC) through various interaction processes that shape interpersonal relationships within the group (Clement, Baker, & MacIntyre, 2003) Key objectives of group dynamics include fostering a positive classroom climate and establishing discipline and norms, all of which play a crucial role in enhancing WTC (Ark, 1981; Cao).
& Philp, 2006; Clement et al., 2003; Clement, Dornyei, & Noels, 1994 ; Dornyei & Kormos, 2000; Khodarahmia & Nia, 2014)
Personality is a crucial factor influencing Willingness to Communicate (WTC), as it establishes stable conditions that encourage individuals to engage in conversations across different contexts (MacIntyre et al., 1998) It serves as the foundational platform upon which other influences operate (MacIntyre et al., 1998) A study by Zeng (2010) identified key factors affecting WTC, including environmental familiarity, supportive classroom atmospheres, personality traits, self-confidence, and the fear of making mistakes or negative impressions Further research by Reid and Trofimovich (2018) highlighted how communicative interactions and personality traits such as shyness, nervousness, and extraversion lead to varying levels of second language WTC Ultimately, MacIntyre et al (1998) assert that an individual's ability to control their actions plays a central role in their willingness to communicate, as they strive to achieve personal goals.
Motivation plays a crucial role in establishing relationships with others, particularly in the context of language learning (MacIntyre et al., 1998) Research by Liu and Park (2012) highlights that student motivation is a key factor influencing their willingness to communicate (WTC) in English This motivation is evident when students actively participate in classroom discussions, as demonstrated by multiple students raising their hands to respond to a teacher's question Even if only one student gets the chance to answer in the second language (L2), the collective willingness of all students to engage reflects their communicative behavior in L2 and underscores the importance of motivation in enhancing WTC (MacIntyre et al., 1998).
In summary, this section identifies six key factors that influence WTC, which we will assume will be present in our research, establishing them as the primary objectives of our study.
Previous Studies into Willingness to Communicate
This section examines prior research on Willingness to Communicate (WTC), detailing the methodologies, research designs, and key findings of these studies It then narrows its focus to investigations conducted within the Asian context, providing a clearer understanding of WTC as it pertains to local settings.
Over the past decade, numerous studies have investigated the relationships between second language (L2) willingness to communicate (WTC) and various factors, including personality, self-confidence, attitudes, and motivation (Lialikhova, 2018; MacIntyre & Charos, 1996) Research consistently highlights self-confidence as the most immediate predictor of L2 WTC (Clement et al., 2003; MacIntyre & Charos, 1996) Additionally, several other factors, both direct and indirect, have been identified as predictors of WTC, particularly personality traits (Cetinkaya, 2005; Lim, 1994; MacIntyre & Charos, 1996; McCroskey & Richmond).
Research indicates that various factors, including gender, age, social support, and learning contexts, significantly influence willingness to communicate (WTC) (Asmali, 2016; Bergil, 2016; Clement et al., 2003; MacIntyre et al., 2003) Additionally, elements such as security, excitement, responsibility, and the classroom environment also play a crucial role in shaping WTC (Joe et al., 2017; Kang, 2005; Khodarahmia & Nia, 2014).
Recent studies have expanded on MacIntyre et al.'s (1998) model by identifying additional variables that impact willingness to communicate (WTC) Compton (2007) qualitatively explored how content and context influence the WTC of international teaching assistants in U.S universities, finding that perceived confidence does enhance WTC in a second language (L2), but also highlighting the significance of international posture and cultural factors Similarly, House (2004) examined L2 learners' perceptions and identified other minor factors affecting WTC, including perceived politeness, physical locality, the presence of the opposite sex, mood, and the discussion topic.
Most recently, scholars have continued to investigated WTC from different perspectives and different variables (Buckingham & Alpaslan, 2017; Galajda, 2017; Joe et al., 2017; Lialikhova, 2018; MacIntyre, Gregersen, & Mercer, 2019; Reid & Trofimovich, 2018; Zhang, Beckmann,
In a study conducted by Joe et al (2017), the relationship between classroom social climate, self-determined motivation, willingness to communicate (WTC), and academic achievement in second language learning was examined within a Korean school setting The research aimed to validate the hypothesis linking WTC to both motivation and the classroom social environment.
Figure 1: The hypothesized mode (Joe et al., 2017, p 136)
The findings indicate that the social climate of the classroom significantly impacts students' satisfaction of basic needs, subsequently fostering intrinsic motivation This enhanced motivation leads to increased willingness to communicate (WTC) and improved academic achievement.
In a 2017 experimental study conducted in Turkey, Buckingham and Alpaslan examined the effects of out-of-class speaking practice on speaking proficiency and willingness to communicate (WTC) Their findings suggest that incorporating out-of-class activities can be especially beneficial in situations where parents may not have adequate English skills to assist their children with English homework (Buckingham & Alpaslan, 2017, p 25).
WTC Studies in Asian Context
In many Asian countries, foreign languages are often learned in environments where they are not commonly used for everyday communication, as learners are primarily surrounded by their native language and only engage with the target language in the classroom (Baker & MacIntyre, 2003) Consequently, much of the research on Willingness to Communicate (WTC) in foreign language contexts has concentrated on English Recently, there has been a significant increase in studies focusing on English WTC, particularly in East Asia.
Kim (2004) validated MacIntyre et al.'s (1998) model within the Korean context, concluding that willingness to communicate (WTC) is more trait-like than situational, which may explain the challenges Korean students face in English learning In contrast, Kang (2005) employed a qualitative approach to explore how situational L2 WTC can dynamically emerge and fluctuate during conversations between non-native learners and native tutors, characterizing L2 WTC as a dynamic situational concept rather than a fixed trait.
In a Chinese EFL context, Wen and Clement (2003) explored how indigenous cultural factors influence learners' willingness to communicate (WTC) They identified that the Confucian heritage, characterized by an other-directed self, concerns about face, and a submissive learning approach, significantly shapes Chinese students' perceptions and classroom behaviors.
Peng (2014) identified eight key factors that influence willingness to communicate (WTC) in language learning, including communication competence, language anxiety, risk-taking, learner beliefs, classroom climate, group cohesiveness, teacher support, and classroom organization Additionally, Asker (1998) found that Hong Kong students exhibit lower WTC compared to their peers from western countries, highlighting cultural differences in communication willingness.
A study by Yashima (2002) explored the concept of willingness to communicate (WTC) in English as a foreign language within the Japanese context, utilizing MacIntyre's (1998) model and Gardner's socio-educational framework The research identified "international posture" as a key factor influencing WTC, both directly and indirectly Matsuoka's (2005) findings supported this, highlighting international posture alongside motivation, anxiety, perceived competence, and personal traits like extroversion/introversion as significant predictors of WTC in EFL Additionally, Hashimoto (2002) examined the relationship between WTC, motivation, and actual language use among Japanese ESL students, while Matsubara (2005) focused on the impact of classroom group dynamics on WTC, revealing that a student-centered approach and intergroup tendencies significantly affect WTC in EFL settings.
Recent studies on L2 willingness to communicate (WTC) have shown significant advancements in both its conceptualization and measurement Empirical research has identified various influencing factors, including self-confidence, international posture, personality traits, gender, and age Investigations into WTC within English as a Foreign Language (EFL) contexts have been conducted across several countries, such as Japan, Korea, China, and Thailand, highlighting the global relevance of this topic.
A recent study conducted in New Zealand by Vongsila and Reinders (2016a) identified ten key factors influencing willingness to communicate (WTC) These factors include group size, cultural backgrounds, self-perceived speaking ability, class atmosphere, task type selection, strategies to reduce shyness, self-confidence, familiarity with the interlocutor, anxiety reduction, and topic familiarity.
In Vietnam, this concept of WTC has become an academic interest to a number of researches since 2012 (Anh, 2012; Bùi & Dương, 2017; Hương,
A study by Bùi and Dương (2017) at a southern Vietnamese university examined factors influencing willingness to communicate (WTC) among students, utilizing data from questionnaires, diaries, and interviews The findings revealed that language proficiency, feelings of inferiority, fixed settings, limited interaction partners, and unengaging forums negatively impacted WTC In contrast, research by Anh (2012) and Hương (2014) in northern Vietnam focused on higher education, with Anh highlighting that in-group peer influence, discussion topics, knowledge, communicative proficiency, and teacher support significantly affected students' WTC.
RESEARCH METHODOLOGY
The Context
In December 2018, at the start of the academic year, a study was conducted to explore classroom dynamics During this period, the researcher aimed to establish rapport with students and teachers, despite initial unfamiliarity among participants The classroom environment was characterized by tension and strained relationships among students, providing a unique opportunity for the researcher to observe and analyze the evolving dynamics and relevant variables within the classroom setting.
High school students in Vietnam face limited opportunities to practice speaking English in the classroom due to a lack of interaction with foreigners and an emphasis on lexical-grammar and reading in the national entrance exam However, the Vietnam Ministry of Education and Training, guided by the National Language Project 2020, aims to enhance students' overall English proficiency by focusing on listening, speaking, reading, and writing skills This study aims to assess the current level of willingness to communicate (WTC) among freshmen students.
According to MacIntyre et al (1998), the primary goal of language teaching is to encourage learners to actively participate in communication and engage in dialogue as a means of learning As a result, the importance of communicative interaction is becoming more recognized in Vietnamese classrooms.
Effective classroom management involves diverse forms of group and pair work, which are essential for enhancing students' communicative competence This study specifically targets the student population at NIEM, aligning with the goal of fostering improved communication skills.
Research Design
This empirical study aimed at the examination of willingness to communicate in a foreign language at a university in Hanoi, Vietnam
This study employs a mixed-method research design, integrating quantitative and qualitative approaches to explore students' perceptions of willingness to communicate (WTC) The quantitative component involves collecting questionnaires to generate reliable and replicable data, while the qualitative aspect utilizes semi-structured interviews to provide in-depth insights As highlighted by Gregersen et al (2014), the strong correlation among diverse data sources underscores the importance of examining language learners individually through triangulated methods.
This study utilized a mixed-method approach, achieving three types of triangulation as outlined by Boswell and Cannon (2011): theory triangulation through the analysis of previous studies, the incorporation of diverse data sources including questionnaires and interviews, and methodological triangulation by employing both qualitative and quantitative methods The research was conducted in three key steps: a thorough review of existing literature to clarify the study's objectives, a discussion on the methodology and analytical framework to develop research instruments, and finally, the collection and analysis of data in relation to the research questions.
Participants
The study involved 115 first-year non-majored students at NIEM, utilizing questionnaires and semi-structured interviews with 6 participants to gain a deeper understanding of the research problem These students attended three classes and participated in one three-hour English session weekly, having studied English as a secondary school subject for a minimum of three years, while all identified Vietnamese as their first language.
Instrumentations
Survey questionnaires were utilized as the primary tool to assess students' willingness to communicate This method allowed the researcher to efficiently gather a substantial amount of data in a timely manner Additionally, the questionnaires provided students with the opportunity to reflect on their responses, resulting in more accurate and thoughtful answers.
The research utilized a 25-item questionnaire aimed at students to assess their self-reported willingness to communicate (WTC), providing a comprehensive overview of their WTC levels This instrument, known as the WTC scale, is recognized as a valid operationalization of the construct (McCroskey & Richmond, 1991) Previous studies by Cao and Philp (2006) and Weaver (2005) have effectively employed this scale, demonstrating its high reliability (Asker, 1998) and validity (McCroskey, 1992) in measuring WTC.
The study utilized a 25-item willingness to communicate (WTC) scale, where students rated their readiness to initiate communication on a numerical scale of 1 to 4 This assessment focused on four distinct communication contexts: public speaking, meetings, group interactions, and dyadic conversations, while also considering three types of receivers: strangers, acquaintances, and friends.
In order to spread the responses from the participants out (Likert,
In a study conducted in 1932, item statements were classified into positively phrased statements, utilizing a 4-point Likert-type scale ranging from 1 (never willing) to 4 (always willing) To enhance participant comprehension, the questionnaires were translated into Vietnamese (refer to Appendix 2) The students' responses were subsequently analyzed to determine those with the lowest and highest levels of willingness to communicate (WTC).
Probability sampling, also known as simple random sampling, is regarded as „the most basic ways of calculating statistics about samples assume that a single random sample was drawn‟ (Floyd & Fowler, 2014, p
18) In this sense, the whole population of 115 participants were labelled from
To minimize sampling error and ensure equal opportunity for participation, six individuals were randomly selected from a pool numbered 001 to 115.
This investigation explored six key factors influencing the World Trade Center (WTC), including the teacher's role, self-perceived communicative competence, language anxiety, classroom social setting, personality, and motivation.
The semi-structured interviews conducted for this study utilized a flexible approach in questioning, as described by Galletta (2013), to engage participants more deeply with the topic Each interview included prompts related to specific variables, allowing participants to indicate their level of influence—whether very influential, sometimes influential, or not influential at all Additionally, open-ended questions were posed to gather comprehensive insights into each variable's impact (refer to Appendices 3 & 4).
The interviews effectively addressed the limitations of the questionnaires, which primarily focused on quantitative data This approach enabled the researcher to delve deeper into the research issues, providing richer insights beyond what the survey could offer.
Interviews can present challenges, as noted by Kvale (2009, p.814) One issue is that interviewees may not be familiar with the interview format, leading to reluctance in providing detailed responses or difficulty in articulating their thoughts To address this, researchers aimed to create a comfortable environment by conducting interviews in convenient locations, starting with casual conversation, using open-ended questions, and incorporating Vietnamese language when necessary (See Appendix 4) Another challenge arose from conducting interviews at the end of the research project, which made it difficult for participants to recall specific details To enhance data reliability, researchers encouraged accurate recollections and provided contextual hints related to the interview questions.
The informal recorded interviews featured open-ended questions, initiated by the researcher through a brief introduction to the topic and key terms Detailed guidance for the semi-structured interviews can be found in Appendices 3 and 4.
Data collection procedures
The data collection process involved several key stages Initially, the researcher communicated the research details—time, location, and methodology—while introducing the key concepts of willingness to communicate (WTC) to the students Following this, questionnaires were distributed at the conclusion of the project, allowing students ample time to review them thoroughly During the questionnaire completion, support was provided to clarify any confusion or questions that arose Lastly, in-depth interviews were conducted to gather comprehensive insights into the students' willingness to communicate.
Data analysis procedures
The data from the questionnaires were analyzed, illustrated and systematized into SPSS format and run by SPSS Premium V26
The interview data were analyzed using thematic content analysis, a technique that allows for valid inferences from texts to their contextual meanings (Krippendorff, 2004) This process involved open coding, where the researcher noted headings while reading the data, followed by a second review to compile these headings in the margins (Burnard, 1991; Hsieh & Shannon, 2005) The headings were then transferred to coding sheets, facilitating the generation of categories (Cole, 1988; Dey, 2003) The researcher interpreted and grouped similar items into categories (Dey, 2003), leading to data abstraction, which involves creating a general description of the research topic based on these categories (Burnard, 1996; Dey, 2003) To ensure the reliability of the findings, the analysis was conducted cyclically (Saldaña, 2015).
Figure 2: Cyclical thematic content analysis
These data were audio-taped and then transcribed in order for the analysis process
The findings chapter will present data in tables, followed by a comparative analysis to identify the key reasons behind students' hesitation to communicate in English and the factors influencing their willingness to communicate (WTC) within the Vietnamese context.
RESULTS AND DISCUSSIONS
Results of the research question 1
What is the level of the students‟ willingness to communicate in English in speaking lessons at NIEM?
The study assessed the willingness to communicate (WTC) in English among freshmen at the National Institute of Education Management using a 25-item questionnaire Responses were scored on a scale from 1 to 4, with a score of 4 indicating that students are always willing to communicate in English, while a score of 1 means they are never willing to do so A score of 2 reflects occasional willingness, and a score of 3 indicates that students are usually willing to engage in English communication.
The World Teacher Communication (WTC) construct is fundamentally personality-based and influenced by the context of communication, as highlighted in the Literature Review It is posited that the level of WTC correlates with the type of receiver, whether a stranger, acquaintance, or friend Additionally, WTC levels in one context, such as public speaking, are interconnected with other contexts like meetings, group interactions, dyads, and classrooms Furthermore, if participant A exhibits a higher willingness to communicate in a dyadic setting compared to participant B, it suggests that participant B may demonstrate greater willingness in a different communication context This principle extends to a participant's WTC towards various receivers.
Descriptive statistical analyses were conducted on data gathered from WTC questionnaires, revealing normative means, standard deviations, significance levels, and internal reliability estimates for scores derived from a sample of 115 freshmen.
Scores N Mean Std Deviation Sig Reliability
Table 1: Descriptive statistics of each degree of willingness (N5)
The WTC scale comprises five communication contexts: public speaking, meetings, small group discussions, and dyadic conversations, along with three types of receivers: strangers, acquaintances, and friends Each context scale includes four items, while each receiver scale consists of five items (refer to Appendix 1).
The data on the instrument's reliability is deemed acceptable, with a total WTC score internal reliability of 76 Subscores for various contexts show internal reliability ranging from 63 to 86, while subscores for different types of receivers range from 74 to 81 Overall, the total internal reliability of WTC is considered acceptable, influenced by several factors.
The correlations and reliabilities indicate that a participant's willingness to communicate (WTC) in one context or with a specific type of receiver is connected to their WTC in other contexts or receiver types However, this does not imply uniform willingness across all situations The average WTC scores reveal significant variation, with classroom settings scoring 2.4, followed by dyadic interactions at 2.2, and lower scores for group (1.9), meeting (1.7), and public contexts (1.5) Additionally, the willingness to communicate with different types of receivers shows notable differences, with friends scoring 2.2, acquaintances at 2.0, and strangers at 1.6.
Freshmen at NIEM exhibit a greater willingness to communicate in classroom settings and dyadic interactions, but show reluctance in larger contexts such as group discussions or public speaking This behavior may be influenced by Vietnamese cultural norms, where individuals often hesitate to voice their opinions in public forums Additionally, these students prefer engaging with friends over acquaintances or strangers, reflecting a common pattern within Vietnamese culture The overall willingness to communicate (WTC) score of 1.9 indicates that freshmen are "nearly sometimes willing" to communicate in English, which aligns with the low-profile approach often observed among overseas Asian students, as noted by Liu and Littlewood (1997) This tendency is further supported by Cortazzi and Jin's (1996) research, which highlights the influence of Confucian philosophy, where students typically respect authority figures such as teachers, leading to limited participation in discussions.
The findings indicate a high validity of the Willingness to Communicate (WTC) construct, with scale items effectively representing it Encouraging early results have emerged in the Asian context (Liu & Jackson, 2008; Peng, 2014; Vongsila & Reinders, 2016b; Zeng, 2010) Additionally, the significant differences in the WTC scale, with a p-value of less than 001, suggest a strong correlation between contextual factors and the types of receivers involved.
Research in Asian EFL contexts reveals a consistent trend of low willingness to communicate (WTC) in English among students In Korea, Kim (2004) found that 191 university students had low L2 WTC, which negatively impacted their English proficiency Similarly, Weaver (2005) reported that Japanese college students exhibited WTC levels ranging from "probably not willing" to "probably willing." Additionally, Asker (1998) noted that Hong Kong students demonstrated lower L2 WTC compared to their Western peers.
Research indicates that students' levels of willingness to communicate (WTC) in a second language (L2) are generally low across various studies conducted in similar EFL contexts within Asian cultures In these environments, L2 learners primarily acquire language skills in the classroom, with limited opportunities for interaction with native speakers, resulting in minimal use of the language in daily life Recent literature describes Asian English learners as reserved and hesitant to engage in classroom activities, often refraining from volunteering answers or initiating questions Cultural values emphasizing modesty and silence may significantly inhibit the willingness of Vietnamese and other Asian students to communicate in English.
Results of the research question 2
The second research question explored the factors influencing learners' willingness to communicate in English during speaking activities Analysis of interview data from six participants revealed six key factors identified in the Literature Review, along with an additional factor specifically related to speaking activities.
The thematic content analysis identified five key factors influencing willingness to communicate (WTC): the role of teachers as interlocutors, students' self-perceived communicative competence, language anxiety, the social dynamics of the classroom environment, and individual personality traits and motivation, along with the impact of speaking activities.
The table below presents all factors and the number of participants who mentioned each factor in their interviews
Six interviewees emphasized the importance of a positive classroom atmosphere, highlighting that factors such as mood, emotions, and a stress-free, friendly environment significantly impact their learning experience Conversely, a negative atmosphere characterized by face-threatening behavior, humiliation, and a lack of seriousness among peers can hinder engagement One student noted that while classmates were sometimes friendly or overly noisy with jokes, they often lacked the motivation to interact meaningfully Another expressed feelings of idleness, describing the classroom as feeling “like freezing.”
All six interviewees agreed that various factors significantly impact willingness to communicate (WTC) in the classroom Two students expressed comfort in speaking English, attributing it to their perceived high level of communicative competence In contrast, two others admitted to feeling nervous due to their English proficiency being merely adequate, with one stating, “I’m just good enough to communicate in a normal way in daily life,” and another mentioning difficulties in forming grammatically correct sentences Additionally, two students shared their reasons for remaining silent in class, with one noting, “I’m always forgetting the words or structures,” which leads to uncertainty about what to say.
L2 self-confidence, characterized by enhanced perceived communication competence and reduced language anxiety, significantly influences the willingness to communicate (WTC) among selected NIEM students According to MacIntyre et al (1998), L2 confidence serves as a crucial predictor of WTC, with perceived competence and low language anxiety being key determinants of this confidence This study's findings align with previous research (Cao, 2009; Baker & MacIntyre, 2003; Clément et al., 2003; Yashima, 2002), which identified self-confidence as a critical individual difference factor that can either promote or hinder WTC in a second language context.
MacIntyre et al (1998) highlighted that a person's L2 proficiency significantly impacts their willingness to communicate (WTC) Research, including Liu & Jackson (2008), indicates that low linguistic proficiency can hinder students' willingness to speak in L2 classrooms The current study corroborates this, revealing that students with lower proficiency often experience anxiety, which diminishes their self-confidence and discourages communication in English Interviews showed that only students with high WTC believed they had good English skills, while those with lower WTC felt inadequate, leading to nervousness or silence when speaking Studies by Cao & Philp (2006), Liu (2005), and Peng (2007) also identified a lack of vocabulary as a critical factor affecting perceived communicative competence and WTC One student noted, “I know little vocabulary so it’s difficult for me to speak English well,” illustrating how vocabulary limitations contribute to anxiety and reticence in class discussions.
Five out of six interviewees confirmed of motivation as crucial in WTC One student answered that they felt confident and good when speaking
In the classroom, motivation plays a crucial role in willingness to communicate (WTC) in English, as highlighted by MacIntyre et al (1998) Many students, including one who noted a reluctance to raise their hand due to fear of being called on, exhibit low motivation to participate in speaking activities This sentiment is echoed by four other students, indicating a common struggle with engaging in English communication.
Liu and Park (2012) highlighted the significance of student motivation in English language learning, emphasizing its critical role in willingness to communicate (WTC) Matsuoka further supported this by confirming that motivation is driven by the desire to engage with peers in the classroom.
Personality serves as the foundational platform for various influences, particularly in the context of willingness to communicate (WTC) in language learning It encompasses self-awareness and understanding of one's learning processes This importance is echoed by five students who identified personality as a critical factor in their WTC One student highlighted the pressure of numerous exams in Vietnam, expressing uncertainty about which exams to take and how to effectively learn English Another student shared feelings of shyness in class, fearing embarrassment when speaking in front of peers.
Research has identified key factors influencing Willingness to Communicate (WTC) in language learning Zeng (2010) highlighted that fear of making mistakes and concerns about embarrassment significantly impact WTC Additionally, Reid and Trofimovich (2018) emphasized that the level of communicative interactions and speaker personality traits, such as shyness or extraversion, contribute to varying degrees of WTC in a second language MacIntyre et al (1998) underscored that an individual's ability to control their actions and make reasoned decisions plays a central role in their willingness to communicate effectively.
Familiarity with conversation partners significantly influences students' willingness to communicate (WTC) in English Four out of six students indicated a preference for interacting with close friends, as one student noted, “I think I work quite well and speak more with my best friends.” However, they also expressed a desire to engage with classmates to assess their English proficiency relative to others.
The current study reveals that learners favored certain interlocutors, with all interviewees expressing a preference for collaborating in small groups of three or four This preference is consistent with findings from McCroskey and Richmond.
Research indicates that an increase in the number of interlocutors can lead to a decreased willingness to communicate (1991) Additionally, Cao and Philp (2006) highlighted that individuals are less inclined to engage in communication when their relationship with the receivers is more distant Consistent with these findings, this study revealed that learners demonstrated a higher willingness to communicate (WTC) in groups of friends compared to interactions with unfamiliar classmates.
Language anxiety refers to the challenges individuals face in understanding and speaking a target language, encompassing a unique set of self-perceptions, beliefs, emotions, and behaviors linked to language learning in classroom settings This anxiety often stems from specific factors inherent to the language learning process, including fears of negative evaluation, communication apprehension, and test anxiety (Horwitz, 1986).
In a survey addressing language anxiety, two students expressed confidence and comfort when communicating in English, particularly during interactions with their teacher However, four students reported uncertainty about their English speaking abilities, with one student voicing a fear of making mistakes or being ridiculed for not knowing answers Additionally, another student mentioned feeling embarrassed when peers demonstrated superior English skills, which heightened their nervousness during questioning by both the teacher and classmates.
CONCLUSION
Summary of the study
A study was conducted among first-year students at NIEM to explore their willingness to communicate (WTC) and their perceptions of the factors influencing this willingness By analyzing data from questionnaires and semi-structured interviews, key findings emerged regarding the extent of students' WTC and the various elements that affect their communication readiness.
The study revealed that first-year students at NIEM exhibit a low level of willingness to communicate (WTC) in English, as indicated by their self-reported questionnaire responses, which align with their actual classroom behavior These students are generally "sometimes willing" to engage in English communication, preferring interactions in classroom settings or with friends rather than in public, group, or unfamiliar contexts Additionally, seven key factors influencing their WTC in speaking lessons were identified: social context, perceived communicative competence in a second language (L2), the role of interlocutors, personality traits, language anxiety, motivation, and the nature of speaking activities Notably, social context and self-perceived communicative competence emerged as the most significant factors affecting their willingness to communicate.
Limitations of the study
Despite the researchers‟ notable efforts, the study still bears a number of difficulties in the process of implementation, as the result of some shortcomings for the study:
The current study is limited by its small sample size of only 115 first-year students from NIEM, which restricts the ability to generalize findings and affects the reliability of the results However, the research was intended as a cross-sectional, in-depth examination of the issue rather than a broad generalization It is anticipated that more comprehensive data in future research could yield valuable insights and a solid foundation for further studies.
Due to the limited scope and time constraints of the study, the researcher was unable to explore students' willingness to communicate (WTC) in lessons with native teachers for comparison with those taught by Vietnamese teachers This presents an opportunity for future research to further investigate this important aspect of language learning.
The researchers acknowledged the limitations of their study, viewing their findings as preliminary This recognition opens up opportunities for future research to validate and expand upon these initial results.
Contribution of the research and pedagogical implications
Upon completion of the study, it is anticipated to significantly benefit the target population, their educators, and fellow researchers interested in the subject The findings will offer valuable descriptive insights for teachers and first-year students at NIEM.
This study focuses on the willingness to communicate (WTC) among first-year students at NIEM and the factors influencing it By understanding these factors, teachers can adapt their speaking instruction methods to better meet students' needs The research aims to raise awareness among both students and educators about the current state of WTC, encouraging varied activities in speaking lessons to engage all students effectively Additionally, this study aspires to serve as a valuable resource for other researchers interested in similar topics.
Teachers should prioritize supporting students with low willingness to communicate (WTC) in the classroom to enhance their motivation and engagement in speaking English.
Recommendations for further study
The limited scope of this research serves as a preliminary survey on students' willingness to communicate in English during class The researcher encourages future studies on a larger scale to provide a comprehensive understanding of this issue By conducting more extensive and long-term research, educators can gain valuable insights into their students' feelings and needs, enabling them to adapt their teaching methods accordingly.
The study primarily gathered data from student perceptions through a questionnaire distributed to 115 students and interviews with six students To gain a more comprehensive understanding, future research should also consider the perspectives of teachers, as their insights may provide valuable judgments and comments that differ from those of students.
In summary, while this research presents valuable insights, it also acknowledges certain limitations The researcher welcomes suggestions from both teachers and students to enhance knowledge and experience Additionally, the writer recommends further studies to improve and deepen future research in this field.
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Appendix 1: Survey Questionnaires about students’ willingness to communicate English in speaking lessons in English classroom
In various classroom scenarios, individuals may decide whether to speak or remain silent based on personal choice Participants are invited to express their level of agreement with 25 specific statements regarding these situations Responses should be indicated using a 4-point scale, ranging from lowest to highest.
1= Never willing; 2 = Sometimes willing; 3 = Usually willing; 4 = Always willing
No Items Extent of willingness
1 Talk with an acquaintance in an elevator
2 Talk with a stranger on the bus 1 – 2 – 3 – 4
3 Speak in public to a group (about 30 people) of strangers
4 Talk with an acquaintance while standing in line
5 Talk with a salesperson in a store 1 – 2 – 3 – 4
6 Talk in a large meeting (about 10 people) of friends
7 Volunteer an answer when the teacher asks a question in class
8 Talk in a small group (about five people) of strangers
9 Talk with a friend while standing in line 1 – 2 – 3 – 4
10 Talk with a waiter/waitress in a restaurant
11 Talk in a large meeting (about 10 people) of acquaintances
12 Talk with a stranger while standing in line 1 – 2 – 3 – 4
14 Speak in public to a group (about 30 people) of friends
15 Talk in a small group (about five people) of acquaintances
17 Talk in a large meeting (about 10 people) of strangers
19 Talk in a small group (about five people) of friends
20 Speak in public to a group (about 30 people) of acquaintances
21 Talk to your teacher after class 1 – 2 – 3 – 4
23 Help others answer a question in class 1 – 2 – 3 – 4
24 Participate in group discussion in class 1 – 2 – 3 – 4
25 Present your own opinions in class 1 – 2 – 3 – 4
Scoring: To compute the subscores add the percentages for the items indicated and divide the total by the number indicated below: Filter questions
Appendix 2: Survey Questionnaires about students’ willingness to communicate English in speaking lesson in English classroom
Dưới đây là 25 tình huống mà bạn có thể chọn để giao tiếp hoặc không giao tiếp bằng tiếng Anh trong lớp học Hãy cho biết ý kiến của bạn về những tình huống này Đối với mỗi tình huống, hãy khoanh tròn vào các số ứng với câu trả lời mà bạn lựa chọn theo thang điểm 4, từ thấp nhất đến cao nhất.
1 = Không bao giờ sẵn sàng; 2= Thỉnh thoảng sẵn sàng; 3 = Thường xuyên sẵn sàng; 4 = Luôn luôn sẵn sàng
STT Tình huống Mức độ sẵn sàng
1 Nói chuyện bằng tiếng anh với một người quen trong thang máy
2 Nói chuyện bằng tiếng anh với một người lạ trên xe buýt
3 Nói chuyện bằng tiếng anh với một nhóm người lạ ở nơi công cộng (khoảng 30 người)
4 Nói chuyện bằng tiếng anh với người quen khi đứng xếp hàng
5 Nói chuyện bằng tiếng anh với nhân viên bán hàng trong cửa hàng
6 Nói chuyện bằng tiếng anh với bạn bè trong một cuộc họp lớn (khoảng 10 người)
7 Xung phong trả lời câu hỏi bằng tiếng anh khi giáo viên đặt câu hỏi trên lớp
8 Nói chuyện bằng tiếng anh với người lạ trong một nhóm nhỏ (khoảng năm người)
9 Nói chuyện bằng tiếng anh với bạn khi đứng xếp hàng
10 Nói chuyện bằng tiếng anh với một người phục vụ bàn nam/nữ trong một nhà hàng
11 Nói chuyện bằng tiếng anh với những 1 – 2 – 3 – 4 người quen trong một cuộc họp lớn
12 Nói chuyện bằng tiếng anh với người lạ khi đứng xếp hàng
13 Nói chuyện bằng tiếng anh với một nhân viên cửa hàng
14 Nói chuyện bằng tiếng anh với nhóm bạn ở nơi công cộng (khoảng 30 người)
15 Nói chuyện bằng tiếng anh với một nhóm nhỏ người quen (khoảng 5 người)
16 Nói chuyện với một người thu gom rác 1 – 2 – 3 – 4
17 Nói chuyện bằng tiếng anh với những người lạ trong cuộc họp (khoảng 10 người)
18 Trả lời câu hỏi bằng tiếng anh trước lớp 1 – 2 – 3 – 4
19 Nói chuyện bằng tiếng anh với một nhóm bạn bè (khoảng 5 người)
20 Nói chuyện bằng tiếng anh với nhóm người quen ở nơi công cộng (khoảng 30 người)
21 Nói chuyện bằng tiếng anh với giáo viên sau giờ học
22 Nói chuyện bằng tiếng anh với người quản lý thư viện
23 Giúp bạn khác trả lời câu hỏi bằng tiếng
24 Tham gia thảo luận trong giờ học bằng tiếng anh
25 Đưa ra quan điểm riêng của bạn bằng tiếng anh trên lớp
Cảm ơn sự hợp tác của bạn
Appendix 3: Interview questions for students
1 *How important is it for you to learn English?
2 How good are you at learning English?
3 What do you think your English level is like? What about your speaking skill in particular?
4 How motivated were you during learning English?
5 How much did you like learning English together with your classmate?
6 How would you describe your personality (quiet or talkative, relaxed or tense)?
7 How competent do you think you were to communicate in English?
8 Did you feel very sure and relaxed when speaking English?
9 Did you feel confident when you were speaking English in class?
10 Did it embarrass you to volunteer answers in class?
11 Did you feel that the other students spoke English better than you did?
12 How did you feel when you needed to use English to communicate? Did you usually feel nervous or at ease? Did you enjoy using English?
13 Were you afraid that other students would laugh at you when you were speaking English?
14 Did you get nervous when your someone asked you a question in English?
15 In what situation did you feel most comfortable to communicate: in pair, in small groups, with the stranger/acquaintance/friend? Why?
16 *Do you like reading or watching news in English?
17 Do you often share or talk about information that you know with your friends or classmates?
18 How do you like if your teacher lectures in English?
19 Do you hope that your English teacher speaks more English in class?
20 Would you like to have more opportunities to speak English in class?
Appendix 4: Interview questions for students (Vietnamese version)
1 Học tiếng anh quan trọng như thế nào với bạn?
2 Bạn tự đánh giá khả năng tiếng anh của mình như thế nào?
3 Bạn nghĩ trình độ tiếng anh của bạn ở mức nào? Bạn nghĩ sao về kĩ năng nói của mình?
4 Động lực nào thúc đẩy bạn trong quá trình học tiếng Anh?
5 Bạn thích học tiếng anh với bạn cùng lớp như thế nào?
6 Bạn miêu tả tính cách của mình như thế nào (trầm lặng hay nói nhiều, thoải mái hay căng thẳng)?
7 Bạn nghĩ trình độ của mình thành thạo như thế nào để giao tiếp tiếng Anh?
8 Bạn có thấy thoải mái và chắc chắn trong những giờ học tiếng Anh không?
9 Bạn có cảm thấy tự tin khi nói chuyện tiếng Anh trên lớp?
10 Bạn có cảm thấy ngại khi xung phong trả lời trong giờ học tiếng Anh?
11 Bạn có cảm thấy các bạn trong lớp nói tiếng Anh tốt hơn bạn?
12 Bạn cảm thấy như thế nào khi cần sử dụng tiếng anh để giao tiếp? Bạn cảm thấy căng thẳng hay thoải mái? Bạn có thích sử dụng tiếng Anh?
13 Bạn có sợ bạn trong lớp cười khi bạn nói tiếng Anh trên lớp?
14 Bạn có cảm thấy lo lắng khi giáo viên hỏi bạn trong giờ học tiếng Anh?
15 Bạn cảm thấy thoải mái nhất khi giao tiếp trong tình huống nào dưới đây: theo cặp, theo nhóm nhỏ, với người lạ/người quen hay với bạn bè? Tại sao?
16 Bạn thích đọc hoặc xem các tin tức bằng tiếng Anh không?
17 Bạn có thường xuyên chia sẻ hay nói chuyện với các bạn mình hoặc bạn cùng lớp về các thông tin bạn biết không?
18 Bạn có thích giáo viên giảng bài bằng tiếng Anh không?
19 Bạn có mong muốn giáo viên nói tiếng Anh nhiều hơn trong giờ học?
20 Bạn có mong muốn có nhiều cơ hội nói tiếng Anh trong lớp hơn không?
Appendix 5: Link between Research Questions, Data Sources and Data Collection Methods
Interview Methods Data sources Literature Review Tools Results
RQ Research objectives at is th e lev el o f willin g n ess to co m m u n icate in E n g lis h o f NI E M Stu d en ts ?
Public - Speak in public to a group
- Talk with a waiter/waitress in a restaurant
- Speak in public to a group (about 30 people) of friends
- Speak in public to a group (about 30 people) of acquaintances
Meeting - Talk in a large meeting
- Volunteer an answer when the teacher asks a question in class
- Talk in a large meeting (about 10 people) of acquaintances
- Talk in a large meeting (about 10 people) of strangers
Group - Talk in a small group
Questionnaire - Students - MacIntyre et al
- Talk in a small group (about five people) of acquaintances
- Talk in a small group (about five people) of friends
- Speak in public to a group (about 30 people) of acquaintances
Dyad - Talk with an acquaintance while standing in line
- Talk with a salesperson in a store
- Talk with a friend while standing in line
- Talk with a stranger while standing in line
Questionnaire - Students - Liu and Park
Classroom - Talk to your teacher after class
- Participate in group discussion in class
- Present your own opinions in class
Stranger - Talk with a stranger on the bus
- Speak in public to a group (about 30 people) of strangers
- Talk in a small group (about five people) of strangers
- Talk with a stranger while standing in line
- Talk in a large meeting (about 10 people) of strangers
Acquaintance - Talk with an acquaintance in an elevator
- Talk with an acquaintance while standing in line
- Talk in a large meeting (about 10 people) of acquaintances
- Talk in a small group (about five people) of acquaintances
- Speak in public to a group (about 30 people) of acquaintances
Friend - Talk in a large meeting
- Talk with a friend while standing in line
- Speak in public to a group (about 30 people) of friends
- Talk in a small group (about five people) of friends
- Help others answer a question in class
W h at fac to rs in flu en cin g th e W T C o f N IE M stu d en ts ?
Interlocutors How did you like your teacher lecture in English?
Did you hope that your English teacher speaks more English in class?
What do you think your level of English is like?
What about your speaking skill in particular?
How competent do you think you were to communicate in English?
- Dilbeck, McCroskey, Richmond and McCroskey
(3) Language anxiety Did you feel very sure and relaxed?
Did you feel that the other students spoke English better than you did?
How do you feel when you needed to use English to communicate? Did you usually feel nervous or at ease? Did you enjoy using English?
Were you afraid that other students would laugh at you when you were speaking English?
Did you get nervous when your English teacher asked you a question?
(4) Classroom social setting In what situation did you feel most comfortable to communicate: in pairs; in groups, with the teacher in; with the whole class?
(5) Personality How important is it for you to learn English?
How would you describe your personality (quiet, talkative, relaxed, tense)?
Interview - Students - MacIntyre et al
(6) Motivation How good are you at learning English?
How motivation are you during learning English?
How much did you like learning English together with your classmate?
Did you feel confident when you were speaking English in class?
Interview - Students - Liu and Park