Fostering communication willingness in L2 classrooms
EFL students’ willingness levels and preferences
Bibliographic Data
| ID | 21348347 |
|---|---|
| Authors | Van-Loi Nguyen (0000-0002-1815-1371, Can Tho University, corresponding author), Quoc-Viet Hoang (Can Tho University), Le Xuan Mai (0000-0002-1300-3804, Can Tho University) |
| Year | 2026 |
| Pages | 1-10 |
| Publication date | 2026-06-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0022-0671 • E-ISSN: 1940-0675 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220671.2026.2682801 |
| OpenAlex | W7164868176 |
| Language | EN |
| References cited | 45 |
As willingness to communicate (WTC) is a critical factor affecting second language (L2) learning, several studies have proposed strategies for fostering students’ WTC in L2 classrooms. However, limited research has examined students’ preferences for such strategies, considering their WTC levels. This study, conducted in a suburban setting of Vietnam, aims to fill the gap. A questionnaire was completed by 430 Vietnamese EFL students from three suburban high schools to assess their WTC levels, followed by two focus group interviews with 16 participants to explore their strategy preferences in depth. The results revealed distinct preferences among students based on their WTC levels. Phenomenological analysis highlighted the patterns of individual differences, indicating that students with lower WTC levels are more sensitive to teachers’ strategies whose effectiveness depends on their implementation. These findings suggest that L2 teachers should consider both intrinsic characteristics and situational factors when employing strategies to encourage WTC inside the classroom
Focus group · Second language · Situational ethics · Vietnamese · Willingness to accept · Willingness to communicate · Communication in Education and Healthcare · EFL/ESL Teaching and Learning · Second Language Learning and Teaching
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| Highly cited | No |
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