Culminating Project Title
Date of Award
Culminating Project Type
English: Teaching English as a Second Language: M.A.
College of Liberal Arts
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Willingness to Communicate, self-perceived communication competence, motivation, international posture, Chinese culture, communication apprehension
Willingness to Communicate (WTC) has been “proposed as one of the key concept in L2 learning and instruction” (Kang, 2005, p. 278). This study examined Chinese English learners’ WTC in an Intensive English program (IEP) in the US. The study used both the WTC Survey and semi-structured interview to identify the variables that impact Chinese students’ WTC and how different language environment (China and America) affects their WTC. There were a total of 12 participants who filled out the Survey and 11 of them were interviewed. The Survey results indicated that there was one participant who tended to talk less which matched with the participants’ interview answer. Interview data showed that there were various factors impacting students’ WTC. The significant finding from this study was that the participants all became more willing to communicate after they studied in IEP. It indicated the predisposition of L2 (second language) WTC does not remain the same across from various situations, in addition, there are different variables impact WTC.
Yang, Chengying, "East to West, are Chinese Students Willing to Communicate? A Mixed-method Study about Chinese Students' Willingness to Communicate" (2015). Culminating Projects in English. 32.