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 Willingness to Communicate in the Vietnamese EFL classroom context: The role of personality traits, motivation and classroom environment
Tác giả hoặc Nhóm tác giả: Huynh Huu Hien, Nguyen Thanh Luan
Nơi đăng: 2016 Hwa Kang International Conference on English Language & Literature "Language, Literature, and Technology", Chinese Culture University, Taipei, Taiwan; Số: April 30, 2016;Từ->đến trang: 35;Năm: 2016
Lĩnh vực: Giáo dục; Loại: Báo cáo; Thể loại: Quốc tế
TÓM TẮT

ABSTRACT
Since MacIntyre et al.’s (1998) heuristic model of willingness to communicate (WTC), WTC has been extensively studied in different EFL classroom contexts. In Vietnam, the communicative approach has been applied in the past decade of booming EFL learning with debatable effectiveness but research on WTC has received little attention by researchers and language teachers. Previous empirical research results have documented the relations between WTC and personality, psycho-affective and environmental factors. Each factor of personality, motivation, and classroom environment has been proved to be associated with WTC in certain L2 learning environments. However, we still lack evidence of how all these factors affect WTC in L2 education. Furthermore, a study of an array of factors affecting WTC in the Vietnamese EFL context has not so far been recorded in the literature. This study examined the association between WTC and personality traits, motivation, and classroom environment altogether in the Vietnamese EFL context. Data have been collected from English non-major students from twenty-one classes at a university in South Vietnam via self-reported questionnaire. Hierarchical regression analyses were performed to test the potential relations between these variables. Results of the statistical analyses and implications for educational administrators and language teachers were discussed.
Key words: Willingness to communicate, personality, motivation, classroom environment, Vietnamese EFL context, hierachical regression analysis
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