A Comparative Study Of Classroom Willingness To Communicate Between The Study-abroad And On The Home Campus Thai Language Majors

Despite the fact that language use is the ultimate goal of foreign language education,it is undeniable that learners’ use of target language in particular communicative contexts is much more dependent on their willingness to communicate(WTC).WTC has been one of the popular research topics in the field of second language acquisition in the past two decades.Many studies conducted at home and abroad have shown the positive effect of WTC on foreign/second language learners’ language learning and acquisition.However,much of the previous research has overwhelmingly focused on English language learners’ WTC.There has been scant research on languages other than English(e.g.Thai).Therefore,the present study aimed to investigate two types of Thai learners WTC inside the classroom between those with overseas study experience and those without study-abroad experience,expecting to have some pedagogical and curriculum deign implications.104 sophomores and seniors majoring in Thai from one university in Yunnan province participated in answering the questionnaires and 8 of the participants were interviewed.Considering the limitations in previous research,the present study was designed to compare the differences and similarities in the general characteristics,perceptions of influential factors and activities for the two types of Thai learners’ WTCI,correlations between two groups of learners’ WTCI and other three factors as well as the predictor(s)for the two types of learners’ WTCI.The results in L2 WTCI between the two types of learners were as follows:(1).learners with study abroad-experience showed a relatively higher L2 WTCI and both types of Thai learners preferred to be involved in meaning-focused activities in class;(2).Both types of learners held that self-perceived communication confidence and classroom environment played the most important role in deciding their WTCI while face-saving and class size did not show great effect on their WTCI;comparing to the learners without study-abroad experience,learners with study-abroad experience regarded teacher,teaching method and motivation exerted more influence than self-confidence.In addition,both types of Thai learners thought that pair work was their favorite activity and they would be most willing to take part in such work but least willing to engage in class debate.Besides,learners with study-abroad experience were more willing to answer teacher’s question than learners without.(3).Two types of learners L2 WTCI were positively correlated with communication confidence and classroom environment.The L2 WTCI of learners with study abroad experience was significantly influenced by communication confidence,learner beliefs and classroom environment but the L2 WTCI of learners without study-abroad experience was only significantly affected by communication confidence.(4).Communication confidence was the strongest predictor for the two types of Thai learners L2 WTCI.But classroom environment was also one of the precursor for the L2 WTCI of learners with overseas learning experience.Based on the research results,the researcher came up with suggestions for teachers and learners to improve L2 learners WTC inside the classroom.Besides,limitations in the present study were pointed out and the implications for future research on WTC were also suggested.