Undergraduates’ Willingness to Communicate in English as a Second Language: A Qualitative Study on Experience of Students in A Thai Cultural Tertiary Institution

Abstract

This qualitative research aims to investigate the characteristics and factors influencing the willingness to communicate in English as a second language among undergraduate students in a higher education institute. The study integrates the Self-Determination Theory and Chanda, which is Buddhist's achievement motivation, as a framework for examining this willingness. In-depth interviews by a set of semi-structure interview questions were validated by experts, were conducted with 20 key informants, 2^nd year students in a higher education institute who were purposive sampled. The data collected were confirmed by these key informants after the interview sessions and then analyzed using content analysis. The findings indicate 1) a cause-effect relationship in the willingness to communicate in English as a second language, where needs, favor, and communication goals emerged as the causes, while dedication and the ability to fully engage in learning were identified as the effects. This cause-effect cycle reinforces itself, and the factors can be grouped into three categories, thinking, feeling, and motivation. Furthermore, 2) the study identified related factors such as communication goals, emotions, and motivation, including the desire for relatedness, competence, autonomy, wholesome action for oneself and others, and the aspiration for effective communication, contribute to the increase or decrease in the willingness to communicate in English as a second language. 3) the study’s findings align with both the Self-Determination Theory and Chanda align with the study's findings and possess fundamental elements that reflect the cultural and social differences of the theories. The study's findings provide recommendations for developing an integrative psychological learning process and interventions that enhance the willingness to communicate in English as a second language. The use of mixed-methods optimizes efficiency and facilitates a context-dependent understanding of this willingness within the Thai educational and cultural system.