Teachers as silencers: a Q methodology study into teachers’ characteristics contributing to unwillingness to communicate among foreign language learners

Abstract

Purpose: This Q methodology study explored foreign language learners’ divergent viewpoints on teachers’ characteristics that contribute to unwillingness to communicate (unWTC). Design/methodology/approach: Q sorting was administered in-person with 40 Chinese undergraduate students enrolled in several Thai as a Foreign Language courses at a university in Thailand. The students sorted 30 statements, each reflecting distinct teacher characteristics that potentially silence them in the classroom, onto a forced-distribution grid. All Q sorts were analyzed using inverted factor analysis, followed by semi-structured interviews with six of the participants. Findings: The findings revealed three profiles of characteristics that contribute to L2 unWTC, namely, the impatient teacher, the uninspiring teacher, and the intimidating teacher. These profiles were found to hinder different groups from engaging in L2 communication. The findings are discussed in relation to relevant educational theories, and implications are presented. Originality/value: This study highlights the importance of understanding and addressing specific teacher behaviors that influence learners’ L2 WTC. By identifying and mitigating these behaviors, educational institutions can create more supportive and encouraging learning environments that promote greater engagement and success in language learning.