Factors Contributing to Willingness to Communicate in English of Thai Undergraduate Students in the Immersion Programs
Issued Date
2022-04-02
Resource Type
ISSN
17992591
eISSN
20530692
Scopus ID
2-s2.0-85128724600
Journal Title
Theory and Practice in Language Studies
Volume
12
Issue
4
Start Page
763
End Page
771
Rights Holder(s)
SCOPUS
Bibliographic Citation
Theory and Practice in Language Studies Vol.12 No.4 (2022) , 763-771
Suggested Citation
Suvongse N., Chanyoo N. Factors Contributing to Willingness to Communicate in English of Thai Undergraduate Students in the Immersion Programs. Theory and Practice in Language Studies Vol.12 No.4 (2022) , 763-771. 771. doi:10.17507/tpls.1204.17 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/83447
Title
Factors Contributing to Willingness to Communicate in English of Thai Undergraduate Students in the Immersion Programs
Author(s)
Author's Affiliation
Other Contributor(s)
Abstract
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.