English-Majored Students’ Perceptions of Workplace Communication: Confidence and Influencing Factors

Abstract

"This study aims to examine English-Majored Students’ (EMS) confidence in applying Workplace Communication (WC) skills and the factors that influence this crucial professional competency. In particular, the study investigates undergraduates’ self-assessed confidence across the four core WC modes (Written, Oral, Visual, and Electronic) and identifies the influential factors that shape their communicative assurance. A mixed-methods approach combining quantitative and qualitative data was adopted for the study. The data were collected through a structured 47-item questionnaire (Likert scale) and four integrated open-ended questions with 120 thirdand fourth-year EMS enrolled at a university in Vietnam’s Mekong Delta. Quantitative findings indicate that students generally self-report a high level of confidence in WC. However, this confidence is uneven, showing the highest scores in Electronic (E) and Visual (V) Communication, and significant gaps in specialized linguistic accuracy and impromptu capability. Qualitative findings reveal that WC confidence is primarily activated by Topic/Content Mastery, yet remains critically vulnerable to non-linguistic stressors such as Fear of Judgment/Criticism and Hierarchical Relationships. Moreover, the most effective developmental conditions reported were Experiential Activities and Supportive Feedback. These findings provide critical insight into the complex relationship between linguistic competence and psychological resilience in the Vietnamese hierarchical context. Moreover, the study contributes to future directions in WC development by offering practical implications for enhancing curricula through high-fidelity simulations and specialized content training to better bridge the gap between academic preparation and workplace demands."