VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY GF POST-GRADUATE STUDIES PHAN THI MAI HUONG FACTORS AFFECTING STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH IN CLASSROOM (NGHIÊN CUU YÊU TÔ ẢNH HƯỚNG ĐỀN SỰ TỰ GIÁC GIÁO TIẾP CUA SINH LIÊN BANG TIENG ANH TRONG LOP Hoc} M. MINOR PROGRAMME THESIS : English Teaching Methodology : 60140111 HA NOI-2014 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY GF POST-GRADUATE STUDIES PHAN THI MAI HUONG FACTORS AFFECTING STUDENTS’ WILLLNGNESS TO COMMUNICATE IN ENGLISH LN CLASSROOM. MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60140111 Supervisor : Dr Lê Văn Canh HA NOI-2014 DECLARATION: I hereby, certify the thesis entitled “Factors affecting students’ willingness to communicate in English in classroom” is the result of my own research for the Degree of Master of Arts at University of Languages and Intemational Studies, Vietnam National University, Hanoi. The thesis has not been submitted for any degree at any other universities or inslilutions.
T agree thal the origin of my paper deposited in the library can be accessible for the purposes of study. Hanoi, 2014 Phan Thị Mai Hương TABLE OF CONTENT PART A: INTRODUCTION. Aims and objectives of the study iS) 3, Reseurch Questions. Scope of the study “ 6, Design of the sludy 0.
CHAPTER1: LI RA URE REVIEW LL Definition of Willingness to commmnicate (WTC). Heuristic Madel of WTC in 1.3 Factors affecting students’ WTC 1.4 Clasaroam WTC in 1.2, CHAPTER2: RESEARCH MOTHODOLOGY 15 2.2 Participanls and context .2 Data collection procedures 18 3. Ig CHAPTER3: FINDINGS AND DISCLSSION. Despite the rich findings from previous researches, most of the previous studies have been conducted in Westem countries.
Until recently, little research related to WTC has been conducted in a foreign language learning (RFT) context where there is usually no immediate linguistic need for leamers to use Hnglish in their daily life. The present study aimed to examine the extent to which the students are willing to communicate in Fnglish in the classroom according io their sell-report, and Caclors thal might allect the students’ willingness to communicate in an English as a foreign language context. A mixed-method approach design was employed in order to explore the different aspects of WIC construct. Data was collected through a questionnaire and interviews.
The participants, 120 Vicinamese tertiary students, completed the WTC questionnaire. Follow-up interview were then conducted with 12 participants. The findings of this study shows that students’ WTC is a complex issue because it is affected by multiple factors related to the nature of classroom tasks, the studerts* proficiency level and other Jeamer factors. A number of factors that appeared to affect their WIC in classroom were identified as: self-confidence, language altitude, self-perccived 1.2 proficiency, motivation and personality.
The results of this study contribute to the theoretical foundation and methodology of the WIC construct. This study also provided pedagogical implications for English language teachers. The limitations of this smdy and suggestions for future research were also identified. Rationale Among the four popular foreign languages in Vietnam: English, Chinese, Russian, and Krench, linglish has been the most popular since 1989 in political, economic, and socio-cultural aspects of Vietnam.
One reason for its popularity lies in Vietnam’s establishment of diplomatic relationships with 174 countries, and economic and trade ties with almost all countries and territories in the world. Fvidently, English competence entances the presence of Vietnamese because English is used as a means of communication in these organizations. In addition, the current popularity of English in Vietnam arises from common demand because English is the key to sciences, technology amd commorcs. Tu terms of how the popularity of English bas influenced common Vietnamese, the processes of modemization, industrialization, integration, and globalization provide the Vietnamese wilh more opportunity to improve their study, work, and living conditions.
However, these processes and opportunities also force them to work harder to be better prepared for social demands. In particular, Vietnamese more and amore are required lo be able lo communicale in English and even be fuont in English for work and study in an international environment. Modem language pedagogy attaches a lot of importance to communication and training language learners who are able to communicate offectively in the target language. In a language classroom following communicative approach, language teachers are eager to have learners who are willing to use the language in class.
The yoason is that rescarches have shown (hat a lack of willingness Lo use the language results in ineffective interaction and language production. So, it is true that the notion of Willingness to Communicate (WTC) plays a key rols in leaming a second/Lorcign language. MacIntyre of al. (1998) conceptualized a heuristic model of WTC in L2 in order to explain the interrelations among affective variables influencing the WTC in 1.
The beuristic model is associated with the perspective that “authentic communication in a L2 can be seen as the result of a complex system ABSTRACT Willingness to communicate (WTC) has gained an increasing amount of attention in the area of second language acquisition (SLA). Despite the rich findings from previous researches, most of the previous studies have been conducted in Westem countries. Until recently, little research related to WTC has been conducted in a foreign language learning (RFT) context where there is usually no immediate linguistic need for leamers to use Hnglish in their daily life. The present study aimed to examine the extent to which the students are willing to communicate in Fnglish in the classroom according io their sell-report, and Caclors thal might allect the students’ willingness to communicate in an English as a foreign language context.
A mixed-method approach design was employed in order to explore the different aspects of WIC construct. Data was collected through a questionnaire and interviews. The participants, 120 Vicinamese tertiary students, completed the WTC questionnaire. Follow-up interview were then conducted with 12 participants.
The findings of this study shows that students’ WTC is a complex issue because it is affected by multiple factors related to the nature of classroom tasks, the studerts* proficiency level and other Jeamer factors. A number of factors that appeared to affect their WIC in classroom were identified as: self-confidence, language altitude, self-perccived 1.2 proficiency, motivation and personality. The results of this study contribute to the theoretical foundation and methodology of the WIC construct. This study also provided pedagogical implications for English language teachers.
The limitations of this smdy and suggestions for future research were also identified. ABSTRACT Willingness to communicate (WTC) has gained an increasing amount of attention in the area of second language acquisition (SLA). Despite the rich findings from previous researches, most of the previous studies have been conducted in Westem countries. Until recently, little research related to WTC has been conducted in a foreign language learning (RFT) context where there is usually no immediate linguistic need for leamers to use Hnglish in their daily life.
The present study aimed to examine the extent to which the students are willing to communicate in Fnglish in the classroom according io their sell-report, and Caclors thal might allect the students’ willingness to communicate in an English as a foreign language context. A mixed-method approach design was employed in order to explore the different aspects of WIC construct. Data was collected through a questionnaire and interviews. The participants, 120 Vicinamese tertiary students, completed the WTC questionnaire.
Follow-up interview were then conducted with 12 participants. The findings of this study shows that students’ WTC is a complex issue because it is affected by multiple factors related to the nature of classroom tasks, the studerts* proficiency level and other Jeamer factors. A number of factors that appeared to affect their WIC in classroom were identified as: self-confidence, language altitude, self-perccived 1.2 proficiency, motivation and personality. The results of this study contribute to the theoretical foundation and methodology of the WIC construct.
This study also provided pedagogical implications for English language teachers. The limitations of this smdy and suggestions for future research were also identified. Scope of the study ‘The study limits itself to the investigation into how students in one private universily participate in classroom speaking tasks and the factors affecting, their participation. Thus, the study itself is largely a survey study.
Mcthods of the study A mixed-method approach was adopted in this study 10 achieve its aims and objectives. For the quantitative part of the study, which could find out the general level of the selected participants’ WTC, the researcher randomly selected four level 3 classes (30 students each) of students to take part in the questionnaire survey. For the qualitative part of this study, which could help to find out factors tmfluenemg students’ WTC, the researcher randomly sclected 16 students from the 120 students who had completed the questionnaire to take part in the individual interviews (four from each class). Design of the study ‘This thesis consists of three chapters.
Chapter One reviews previous lleralure and research relevanl to the research questions addressed in this study. It also mtroduces the fundamental theoretical Imowledge underlying WIC, and reviews some major findings from empirical research studies converting 7. Previous resvarches are subscquently listed and as a consequence, two research questions are raised for investigation. Chapter Two describes the methodological approach employed in the current study.
A mixed-method design is adopted to enrich the data from different perspectives. The major research instruments, the WTC questionaire and semi- structured interviews arc identified. This chapter also describes procedures for collecting and analyzing data. Chapter ‘Three reports key findings from an analysis of the research data.
‘These include results based on the use of both quantitative and qualitative research techniques. Resulis from a conlent analysis of the juterview data are also consiticred. This chapter also summarizes the key (ndings of this study PART A: INTRODUCTION: 1. Rationale Among the four popular foreign languages in Vietnam: English, Chinese, Russian, and Krench, linglish has been the most popular since 1989 in political, economic, and socio-cultural aspects of Vietnam.
One reason for its popularity lies in Vietnam’s establishment of diplomatic relationships with 174 countries, and economic and trade ties with almost all countries and territories in the world. Fvidently, English competence entances the presence of Vietnamese because English is used as a means of communication in these organizations. In addition, the current popularity of English in Vietnam arises from common demand because English is the key to sciences, technology amd commorcs. Tu terms of how the popularity of English bas influenced common Vietnamese, the processes of modemization, industrialization, integration, and globalization provide the Vietnamese wilh more opportunity to improve their study, work, and living conditions.
However, these processes and opportunities also force them to work harder to be better prepared for social demands. In particular, Vietnamese more and amore are required lo be able lo communicale in English and even be fuont in English for work and study in an international environment. Modem language pedagogy attaches a lot of importance to communication and training language learners who are able to communicate offectively in the target language. In a language classroom following communicative approach, language teachers are eager to have learners who are willing to use the language in class.
The yoason is that rescarches have shown (hat a lack of willingness Lo use the language results in ineffective interaction and language production. So, it is true that the notion of Willingness to Communicate (WTC) plays a key rols in leaming a second/Lorcign language. MacIntyre of al. (1998) conceptualized a heuristic model of WTC in L2 in order to explain the interrelations among affective variables influencing the WTC in 1.
The beuristic model is associated with the perspective that “authentic communication in a L2 can be seen as the result of a complex system 3.2 Qualilative dala: Paclors likely Lo influence L2 WIC.2 Summary - - - 33 PART C; CONCLUSION 1. Limitations of the study and suggestions for further studies - 35 LIST OF REFERENCES. - - 37 APPENDIX A: WTC Questionnaire (English version) 3.
