EXPLORING VIETNAMESE EFL STUDENTS’ PERCEPTIONS OF FACTORS INFLUENCING THEIR WILLINGNESS TO COMMUNICATE IN ENGLISH CLASSROOMS

Abstract

Willingness to Communicate (WTC) has emerged as a pivotal construct in second language (L2) acquisition, particularly in English as a Foreign Language (EFL) contexts where learners’ classroom participation is often constrained by psychological and sociocultural factors. This study explores Vietnamese EFL students’ perceptions of the factors influencing their WTC in English classrooms. Seven third- and fourth-year English majors at a university in the Mekong Delta, Vietnam participated in the study. A qualitative approach was employed using semi-structured interviews to gather indepth insights into students’ communicative experiences. The findings revealed that WTC was shaped by a combination of (1) personal factors, such as fear of negative evaluation, language anxiety, shyness, and limited proficiency; (2) classroom-related factors including teacher feedback, activity types, and classroom atmosphere; and (3) sociocultural influences, such as societal expectations and cultural norms surrounding communication. To enhance WTC, participants reported the effectiveness of strategies such as fostering a supportive classroom environment, using engaging and relevant topics, encouraging peer support, and promoting self-regulation and mindset shifts. The study underscores the importance of creating psychologically safe and culturally responsive learning spaces that support communicative engagement. Implications for EFL pedagogy include adopting learner-centered practices and addressing affective barriers to foster more active participation. While the study provides valuable insights, its limited sample size and reliance on self-reported data suggest the need for further research using diverse methods and broader participant groups to deepen understanding of WTC in varying educational contexts.