Acceso usuarios
Huiling Ma, Lilliati Ismail
, Nooreen Noordin, Abu Bakar Razali
Chinese international students are often observed to be reticent or less willing to communicate in their L2 in both English as a Foreign Language (EFL) contexts and during their studies abroad in Western countries. However, as English solidifies its status as a global language, effective communication skills are increasingly prioritised over attaining native-like proficiency. Consequently, more EFL learners are seeking opportunities to study in ESL countries, such as Malaysia. Despite this trend, research on L2 Willingness to Communicate (WTC) among Chinese students in English as a Second Language (ESL) contexts remains limited. This mixed-methods study reveals that Chinese international university students in Malaysia demonstrate a moderate level of L2 WTC, with the highest levels occurring in interactions with friends and the lowest in interactions with strangers. Additionally, they exhibit a greater propensity to engage in public and group settings than in dyadic interactions. The study identifies four categories of factors influencing participants’ WTC in English: individual, socio-cultural, educational, and environmental factors. These findings offer valuable insights into the challenges Chinese students face in communicating in English within ESL settings, illuminating the factors affecting their WTC during their study abroad experiences.
