Speaker
Description
While L2 learners’ willingness to communicate has received significant attention in SLA research, much of the focus remains confined to classroom-based contexts. This study qualitatively explored what affected the willingness to communicate of Vietnamese undergraduate English majors during a short-term overseas field trip, an immersive setting not commonly examined in existing research. Seven students volunteered for interviews from a batch of 48 English majors who participated in the same credit-bearing short-term field trip abroad, providing an experience-aligned sample for the study. This study employed thematic analysis with a deductive coding approach, drawing on categories of WTC influences identified in earlier research. The data revealed that students’ willingness to communicate was shaped by a dynamic interplay of factors. Cultural factors, such as prior knowledge and curiosity about the host culture, generally enhanced willingness to communicate. Psychological and linguistic factors showed mixed influences, with personality, attitudes and self-assessed language competence either supporting or hindering engagement depending on context. In contrast, physical factors such as fatigue, travel discomfort, and irregular schedules were reported to have had a negative influence. While these categories guided the initial coding, additional influences related to group conversation dynamics also emerged, highlighting the complexity of L2 communication in immersive contexts. The findings suggest a need for pre-departure training to build students’ cultural awareness and communicative confidence. Additionally, study-abroad program design should also feature manageable schedules, and varied interaction formats to better support learners’ willingness to communicate.
Biography
Dương Hồ Bảo Ngân is a motivated Research and International Relations Coordinator with a strong interest in second language acquisition and intercultural communication. Recently graduated as the valedictorian of the School of Foreign Languages at Can Tho University, she began her research journey by exploring learners’ willingness to communicate in cross-cultural settings and intercultural communication competence. Now based at Gia Viet English Language School, she facilitates and participates in joint research initiatives with overseas institutions, contributing to ongoing discussions in language education and global learning. Her academic interests are expanding into educational psychology, particularly the cognitive aspects of language learning and the potential of playful, experiential approaches.
