INTRODUCTION
Rationale
Willingness to communicate is essential for human existence, fostering personal relationships and cultural development In today’s interconnected world, effective communication is crucial, particularly in fields like education and diplomacy As people strive for equality and happiness, the need for communication skills becomes paramount, with English serving as a global lingua franca For Vietnamese students, improving English proficiency opens doors to better educational and professional opportunities However, many students lack clarity in their academic paths and require effective learning strategies, motivation, and confidence Factors influencing willingness to communicate include social contexts, cultural backgrounds, and personal relationships Moreover, self-study plays a vital role in education, enhancing not only academic performance but also fostering independence and creativity, ultimately supporting lifelong learning.
The willingness to communicate (WTC) is a fundamental aspect of language acquisition, as highlighted by MacIntyre and Charos (1996), who emphasize that the primary motivation for learning a language often revolves around the desire to communicate, whether for socializing, traveling, or professional purposes This study aims to further explore and validate the L2 WTC construct, building on research from the 1990s to enhance its theoretical framework within a new cultural and linguistic context While WTC can encompass written communication, this research specifically concentrates on oral communication in a second language.
English has emerged as a global language essential for communication across various domains, including diplomacy, international trade, and technology (Alptekin, 2002; Norton, 1997; Smith, 1992; Strevens, 1992) In today's world, the ability and willingness to communicate in English are crucial, yet many schools fail to equip students with effective self-learning strategies For instance, eighth-grade students often struggle with self-study due to limited time, lack of skill development, and ineffective study methods Additionally, individual differences, particularly willingness to communicate (WTC), significantly impact language learning success, as highlighted by Andreou et al (2006) Consequently, individuals who have not practiced English communication outside the classroom may find it challenging to engage with native speakers.
Many language students understand spoken English but struggle to respond fluently, often remaining silent or relying on more proficient speakers due to limited exposure to native speakers This lack of interaction can hinder their ability to communicate accurately and confidently A research study at Tran Hung Dao Secondary School in Can Tho aims to investigate the challenges of self-study in second language willingness to communicate (WTC) among students and to propose strategies to enhance their self-learning activities, ultimately improving their learning outcomes The primary objective of English language teaching is to equip learners with the skills to communicate effectively and accurately in English (Davies & Pearse, 2000).
Aims of the study
(1) Investigating students at different institutions are willing to communicate in English when they have the opportunity
(2) Exploring the factors and personal traits that underlie the lack of WTC in English as a foreign language.
Research questions
In order to achieve the aforementioned aims, the following research questions are formulated, to which the study seeks answers:
1) What is the extent to which students are willing to communicate in English in the English lessons?
2) Which contextual and individual factors influence students’ willingness to communicate in the lessons?
Scope of the study
This study focuses on identifying the participation of secondary school students in communicative activities during English language lessons, along with the factors that both facilitate and hinder their involvement The findings are specific to this educational context and are not intended for broader generalization.
Methods of the study
A mixed-method approach was employed to gather and analyze data for this study, which involved a survey conducted among eighth graders at Tran Hung Dao Secondary School in Can Tho Data collection utilized two instruments: questionnaires distributed to 150 students and interviews with 15 randomly selected participants from the questionnaire respondents.
This thesis consists of five chapters
Chapter One outlines the rationale for this study, emphasizing the influence of the second language learning environment on learners in authentic L2 communicative contexts It provides valuable insights into the oral development of high school students participating in the research Additionally, the study offers evidence supporting the willingness to communicate model, which effectively describes L2 communicative behavior and is relevant within the Vietnamese L2 context.
Chapter Two examines existing literature and research pertinent to the study's research questions, while also outlining the core theories underpinning Willingness to Communicate (WTC) It highlights significant findings from empirical studies related to L2 WTC and identifies gaps in prior research Consequently, three research questions are proposed for further exploration.
Chapter Three outlines the methodological approach utilized in this study, employing a mixed-method design to enhance data collection from diverse perspectives Key research instruments include the WTC questionnaire and classroom observations, which together provide a comprehensive understanding of the research context.
5 observation scheme, and semi-structured interviews are identified This chapter also describes procedures for collecting and analyzing data Ethical issues concerning the research process are clarified as well
Chapter Four presents the key findings from the research analysis, incorporating both quantitative and qualitative techniques It includes a content analysis of interview data and offers a comprehensive interpretation of the study's results, addressing each research question in the context of existing literature This chapter effectively summarizes the main outcomes of the study.
Chapter Five summarizes the study, discusses the results, and makes suggestions for further research.
LITERATURE REVIEW
Heuristic Model of WTC in L2
MacIntyre et al (1998) proposed a pyramid-shaped heuristic model for second language communication, which integrates various psychological, linguistic, educational, and communicative factors This model highlights the social, affective, and emotional influences on an individual's willingness to communicate (WTC), taking into account personal elements such as anxiety, motivation, and experience, as well as contextual social factors that can enhance or diminish WTC Ultimately, it aims to illustrate the decision to speak at a specific moment to a particular person or group, alongside considerations of confidence and long-term engagement.
The model proposed by MacIntyre et al., Dữrnyei, Clément, and Noels illustrates the impact of personal differences in various social structures and networks, highlighting both theoretical and practical implications This continuous, multi-layered continuum significantly influences real-world interactions Their observational studies reveal that personality traits play a crucial role in determining an individual's willingness to communicate (WTC) in a second or foreign language.
The multiplayer pyramid model of the WTC illustrates two types of effects on L2 communication, influenced by the situational context represented in layers I, II, and III In contrast, layers IV and V address different aspects of this model.
The long-term impact of VI on second language (L2) communication significantly influences how individuals convey information in a second language This model comprises six distinct layers, each representing a unique aspect of communication The layers are identified as follows: (I) Communication Behavior, (II) Behavioral Intention, and (III) Situated Antecedents.
“(IV) Motivational Propensities”, “(V) Affective-Cognitive Context”, “(VI) Social and Individual Context” and twelve different structures including “(1) L2 Use”, “ (2)
Willingness to Communicate”, “(3) Desire to Communicate with a Specific Person”,
State communicative self-confidence, interpersonal motivation, and intergroup motivation are crucial elements influencing second language (L2) communication L2 self-confidence and intergroup attitudes also play significant roles, as they shape the social situation in which communication occurs Additionally, communicative competence and intergroup climate are essential factors that affect the overall interaction Lastly, personality traits contribute to these dynamics, with different layers (I, II, III, IV, V, and VI) reflecting the varying impacts of situational contexts on L2 communication.
Layer I, Communication Behavior, encompasses the variable of L2 use, which includes activities such as engaging in L2 conversations in the classroom, watching television programs in an L2, reading materials published in an L2, and utilizing an L2 in everyday situations outside the classroom.
Layer II, Behavioral Intention, emphasizes the importance of willingness to communicate (WTC) in language learning It suggests that language learners who are open to engaging in their second language (L2) actively seek out opportunities for communication and embrace chances to participate in L2 interactions.
Layer III, Situated Antecedents, encompasses two key variables: the desire to communicate with specific individuals and the speaker's communicative self-confidence in a given context This layer highlights an individual's motivation to engage in private conversations with particular people, while also considering their confidence in effectively using a second language (L2) in those specific situations.
Layer IV, Motivational Propensities, is constituted of three variables: (1) Interpersonal Motivation, (2) Intergroup Motivation, and (3) L2 self-confidence
Layer V, known as the Affective-Cognitive Context, encompasses interpersonal attitudes, social status, and communication dynamics Intergroup attitudes significantly influence L2 students' communication patterns in various contexts Factors such as the interlocutor, setting, purpose, topic, and communication channel shape the social situation Consequently, an individual's communicative ability, reflecting their language proficiency, plays a crucial role in determining their willingness to communicate (WTC) in a second language.
Layer VI, Social and Individual Context, encompasses personality traits and the intergroup climate, reflecting individuals' characteristics and their inclination to align with the values of the L2 community members.
The pyramid model illustrates the impact of various situational factors on willingness to communicate (WTC) in a second language (L2) over time The top layers of the pyramid influence the lower layers, indicating that more specific and higher WTC situations yield greater effects The foundational layers represent the most stable factors affecting WTC, highlighting the importance of understanding the underlying causes that can influence communication in L2 contexts.
Personality plays a crucial role in media communication, serving as its foundation while being influenced by various factors The model highlights the importance of willingness to communicate, showcasing learners' ability to engage with language effectively when opportunities arise It suggests that individuals with diverse personalities are more likely to communicate confidently when they feel comfortable with media and recognize their potential as effective communicators Furthermore, the dynamics of communication are fluid, with situational variables evolving throughout the communicative process.
The study employs a triangulated approach based on the WTC model by MacIntyre et al (1998) to explore two research questions The findings emphasize the significant positive impact of various factors and the roles of participants on willingness to communicate (WTC) during English lessons Specifically, it highlights that students often experience anxiety about making mistakes and nervousness when speaking English in front of the class, which affects their overall willingness to engage in the second language.
This study explores the dynamics of interaction between students and teachers, focusing on how these relationships influence students' willingness to communicate (WTC) in English The findings reveal that students, despite having limited English proficiency, exhibit a strong desire for their teachers to use more English in the classroom Additionally, students recognize the significance of various factors that impact their willingness to engage in a second language, highlighting the necessity of learning English for effective communication.
Researchers suggest that the development of identity in L2 learners is linked to their preference for communicative teaching approaches, particularly in using English for media purposes This is reinforced by MacIntyre et al (1998), indicating that students are motivated to enhance their English skills for successful future communication in their careers Consequently, students should concentrate on developing the four essential language skills across various contexts to support their professional aspirations Their willingness to communicate (WTC) reflects their readiness to engage in conversations with specific individuals when opportunities arise Observations reveal diverse attitudes and motivations among students regarding communication; some are eager to speak freely, while others prefer targeted interactions or only engage when necessary Additionally, personal characteristics can influence their willingness to communicate, highlighting the significance of personality traits in the WTC framework.
Factors affecting students’ willingness to communication
Researchers have identified various factors influencing learners' willingness to communicate, including their interest in foreign cultures and people (Yashima, 2002) Additionally, situational factors such as learners' self-perceived communication competence and the number and types of individuals they interact with play a significant role (Baker and MacIntyre, 2000) Dürnyei (2007) emphasizes that the distinction between engaging in communication in the target language and avoiding it stems from these varied influences.
Various psychological, linguistic, and contextual variables significantly influence learners' success in language acquisition and communicative competence Key factors include social conditions, classroom atmosphere, and individual differences, all of which are shaped by the teacher's behavior and teaching methods Additionally, students' emotions, feelings, beliefs, moods, and attitudes toward the language play a crucial role A positive classroom environment, effective textbooks, and strategies to enhance personal meaning can motivate learners, reduce anxiety, and boost their confidence in mastering and speaking the target language.
Increased anxiety significantly reduces a person's willingness to communicate, particularly among students learning English Research indicates a negative correlation between anxiety and willingness to communicate in a second language (L2 WTC), as highlighted by studies from Gardner and MacIntyre (1993) and MacIntyre.
Anxious students often hesitate to communicate verbally in a second language (L2), which significantly impacts their willingness to communicate (WTC) Research identifies six key factors influencing WTC: self-perceived communicative competence, personality traits, anxiety levels, motivation, the perceived importance of English, and the learning context Findings indicate that self-perceived communication competence directly affects WTC, while motivation influences it indirectly through self-perceived competence and communication apprehension.
Motivation is defined as the desire to initiate and sustain second language learning, significantly influencing both cognitive and emotional aspects of individual learners (Ortega, 2009) It plays a crucial role in foreign language acquisition, impacting learners' readiness to communicate in English and indirectly affecting the quality of their language proficiency Motivation determines whether students embark on their language learning journey and influences the development of their skills (Alexander and Murphy, 1998; Boekaerts, 2001; Dürnyei and Ottó, 1998; Figueiredo and Silva, 2008; Gardner, 2001; Jarvela, 2003; Juriševič, 2006; Pintrich and Schrauben, 1992; Pintrich and Schunk, 1996; Stipek, 1998; Weinstein).
According to Krashen (2002), successful second language acquisition is largely influenced by learners' motivation, self-confidence, positive self-image, and low anxiety levels Furthermore, motivation plays a crucial role in academic achievement within school settings Canadian psychologist Gardner (1985, 2001) explored the impact of motivation on foreign language learning and developed a social-pedagogical model in the 1970s His research identified four key factors that affect foreign language learning: external environmental influences.
This study explores the impact of individual differences among students, the context of foreign language learning—whether formal or informal—and the resulting achievements in language acquisition Specifically, it defines foreign language learning motivation as a key factor influencing these elements.
Motivated learners in a school context are essential for effective foreign language acquisition, as they actively engage in their education by setting personal goals aligned with classroom objectives These students demonstrate a strong work ethic, maintain focus on tasks, and persist through challenges without requiring constant encouragement Additionally, their enthusiasm can inspire peers, fostering a collaborative learning environment that benefits everyone involved.
Research indicates that optimal learning outcomes are linked to a combination of internal and external motivational orientations Internal motivation stems from a student's personal attributes, while external motivation is influenced by environmental factors such as goal achievement and rewards (Juriševič, 2006; Marsh et al., 2003; Pintrich and Schunk, 1996; Reeve et al., 2004; Snow et al., 2003) This concept encompasses the factors that stimulate, sustain, and direct behavior towards goals, particularly in enhancing the willingness to communicate in English Ultimately, successful English learning is driven by behaviors aimed at effective communication, integrating beliefs, perceptions, values, interests, and activities The primary goal of conversational English classes is to empower students to communicate confidently and efficiently in the language.
Students' motivation and personality indirectly influence their willingness to communicate (WTC) by affecting their linguistic self-confidence, which in turn impacts their motivation and second language acquisition Key factors include personality traits, attitudes towards social and cultural environments, and both linguistic and non-linguistic outcomes from the learning experience Additionally, highly motivated students tend to grasp concepts more effectively and achieve a deeper understanding of the subject matter compared to those who rely on external motivation and focus primarily on externally set goals.
Students learn best when they engage with material that is relevant to their level, as this fosters a sense of purpose in their activities and studies Recognizing the importance of their education, students thrive in a supportive environment where they face challenging tasks When learning is perceived as beneficial for them rather than solely for the teacher, and when they interact with captivating content, they experience more successes than failures This approach allows students to fulfill their psychological needs for success, recognition, and approval, empowering them to see themselves as capable individuals Additionally, they gain opportunities to make decisions, participate in planning, and take responsibility for their learning journey.
Motivation is a crucial force that energizes and directs behavior towards achieving goals, as noted by Paul Eggen and Don Kauchak (1994) It is essential for effective learning; without motivation, the learning process becomes challenging Reeve (1996) highlighted that students' motivation is shaped by both internal and external factors, which can either encourage or hinder their efforts For instance, a person may be motivated to learn a language due to the perceived value of bilingualism in their career or the desire for enhanced travel experiences According to Dulay, Burt, and Krashen (1982), learners' motivations, needs, attitudes, and emotional states significantly influence their learning outcomes and willingness to communicate Furthermore, learning motivation evolves throughout a student's educational journey and is influenced by various contextual factors (Greeno et al., 1996; Gurtner et al., 2001; Hickley and McCaslin, 2001; Wigfield et al., 1998; Wosnitza and Nenniger, 2001).
Motivation plays a crucial role in language acquisition, as it reflects the learner's desire to master a second language Students who are interactively motivated tend to engage more actively in language classes, leading to greater success in their learning journey.
Language acquisition is influenced by three primary types of motivation: integrative motivation, instrumental motivation, and social group identification Integrative motivation refers to the desire to master a new language to engage with the community that speaks it, while instrumental motivation focuses on learning a language for practical benefits, such as employment opportunities Social group identification involves the aspiration to become proficient in a language associated with a particular social group that the learner identifies with According to Finegan (1999), integrative motivation is often key to achieving a high level of proficiency, including mastery of various language registers and native-like pronunciation.
Gardner (2001, 2007) highlights the importance of integrative motivational orientation in foreign language learning, suggesting that students who admire the culture and people of the target language are more successful in their acquisition This integrative motivation fosters a desire to connect with and integrate into the society where the language is spoken, leading to better mastery of various language registers and native-like pronunciation (Finegan, 1999) In contrast, instrumental motivation is defined by Gardner as learning a language for its perceived utility Researchers, including Gardner (1983) and Wilkins (1972), clarify integrative motivation as the learner's wish to identify with the target language community, emphasizing a strong drive to communicate effectively with that group (Gardner et al., 1976).
Studies on willingness to communicate in the world and in Asia
In today's globalized world, English has emerged as the most widely spoken and official language, serving as a vital tool for communication and cultural exchange, particularly in Southeast Asia In Vietnam, the importance of learning English is emphasized across all educational levels, as it opens up new opportunities and presents significant challenges for the youth amidst international integration Mastering English, alongside strong professional skills, is essential for Vietnamese students to thrive in their future careers However, with limited opportunities to converse with native speakers, classroom learning remains the primary environment for students to enhance their English proficiency.
Participants in this study face challenges in overcoming the second language barrier due to limited opportunities for English communication in the classroom Most interactions occur in their native language, which hinders the development of their willingness to communicate (WTC) in a second language Consequently, their overall confidence and motivation to engage in English conversations remain underdeveloped.
Students' English oral communication proficiency has become increasingly important in English classes, as highlighted by Chang (2002) and Yuche & Stewart (2001) The significance of the English language drives many students to engage in self-learning and set career goals With opportunities to study abroad at prestigious universities and work in international organizations, particularly within the Association of Southeast Asian Nations (ASEAN) region, students must understand the development of ASEAN to prepare effectively Securing scholarships to study in countries like Thailand or Singapore and gaining international work experience are essential goals for students Mastery of English, combined with expertise in their fields, enhances students' competitiveness in the job market Furthermore, proficiency in English facilitates access to scientific knowledge and research opportunities, allowing for quicker academic advancement Ultimately, a positive attitude towards learning English is crucial for success, as Spolsky (1969) emphasizes the importance of attitude in second language acquisition.
38 language such as English Learning attitude has intimate relation with motor learning Attitude of learning English is a motivation for learners try their best to achieve the purpose of communication
Motor learning significantly influences a learner's attitude, with motivated learners demonstrating a more positive approach to education compared to those who view studying as a chore However, a key challenge lies in the learner's readiness to communicate in English, which can impact their willingness to engage Many students aspire to communicate effectively in English to contribute to their country's development, yet they often struggle due to hesitation and a lack of confidence, despite having strong language skills To foster effective communication, it is essential to create opportunities for students and establish a supportive learning environment that encourages interaction Conversely, even learners who may not meet proficiency standards can exhibit a willingness to engage in diverse topics and contexts, highlighting the complexity of learning English in Asia, where cultural and societal differences add to the challenge Young’s (2006) study indicates that college students in Macao recognize the importance of English for their future, emphasizing the need to eliminate language barriers to facilitate learning and communication.
39 serious problem today For example, Hinkel (1989) found out that the WTC will be significantly higher when talking with friends and acquaintances than talking with teachers or strangers
Mastering English speaking skills is essential for integration in countries where English is the primary language, such as Singapore and Malaysia To become effective citizens of the Association of Southeast Asian Nations (ASEAN), students must enhance their English proficiency while also gaining an understanding of the local culture and society This knowledge not only improves their language skills but also boosts their confidence and communication abilities Actively participating in joint activities, exchange programs, and student exchanges within the region and globally further encourages students to practice and communicate effectively in English.
This chapter has reviewed significant literature on communicative characteristics that enhance learners' oral competence, forming the theoretical framework for the study It discusses various definitions of second language acquisition and the factors influencing language learning Notably, there is a lack of information regarding Vietnamese students' willingness to communicate in secondary schools, which justifies the focus of this thesis The chapter emphasizes the importance of teachers addressing multiple factors affecting students' learning to improve their outcomes The next chapter will outline the research methodology employed to examine the impact of these factors on students' English learning.