COLLEGE STUDENTS’ WILLINGNESS TO COMMUNICATE AND ITS INFLUENTIAL FACTORS IN SPEAKING CLASSES

Abstract

The problem that learners remain silent and passive in speaking classes is usually attributed to their lack of willingness to communicate (WTC), which is considered a crucial condition determining learners’ L2 opportunities for language development and mastery. A number of researchers have conducted research in various contexts; however, it is still a nascent term in the Vietnamese context. This study was conducted aiming to explore college students’ perceptions of their levels of WTC and factors affecting WTC in speaking classes. Data was garnered through a 45-item questionnaire, which was administered to 308 EFL students. Results revealed that, from the learners’ perspective, WTC remained at an average level. It was also found that among different categories of factors that impacted learners’ WTC, interactions with teachers and peers, and learners’ self-perception of their anxiety were perceived as the most critical factors. Article visualizations: