Factors Contributing to Willingness to Communicate in English of Thai Undergraduate Students in the Immersion Programs
DOI:
https://doi.org/10.17507/tpls.1204.17Keywords:
L2WTC, willingness to communicate, English immersion program, communication competenceAbstract
The present study investigated psychosocial and psychocultural variables contributing to willingness to communicate in English as a second language (L2WTC) and determined the influence of the variables towards L2WTC of Thai undergraduate students in the immersion programs. Three hundred and forty-one students in the immersion programs at a Thai public university participated in the study. A mixed-method research design was employed with a questionnaire, focus group interview questions, and observation record. Data were analyzed utilizing frequency, percentage, one-way ANOVA, and multiple regression analysis. The findings revealed that the psychosocial variables influencing L2WTC of the participants were communication apprehension, introversion, and instrumental motivation, and select psychocultural variables of kwam kreng jai, fear of losing face, unity, and teacher status. Multiple regression analysis revealed that the variables altogether accounted for 78% of influencing variables on L2WTC, including self-perceived communicative competence, fear of losing face, teacher status, introversion, and communication apprehension, respectively. The results of this study explain the L2WTC contexts of Thai students in immersion programs that teachers, course designers, and scholars can take into account to design a more effective learning environment for students to speak out where participation in English is required.
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