Investigating students' reluctance to speak English in class

The ability to speak well has been prioritized by many English language learners and educators, as learners often measure their proficiency and the effectiveness of the course largely based on how much progress they have made on their speaking skill.
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Investigating students’ reluctance to speak English in class Tuyển tập Hội nghị Khoa học thường niên năm 2021. ISBN: 978-604-82-5957-0 INVESTIGATING STUDENTS’ RELUCTANCE TO SPEAK ENGLISH IN CLASS Nguyen Phuong Linh Thuyloi University, email: linhnp@tlu.edu.vn 1. INTRODUCTION 2. REASONS BEHIND STUDENTS’ RELUCTANCE TO SPEAK ENGLISH The ability to speak well has been IN CLASS prioritized by many English language learners and educators, as learners often Factors causing students’ reluctance to measure their proficiency and the speak can be categorized into two groups: effectiveness of the course largely based on psychological factors and contextual factors how much progress they have made on their (Le & Tran, 2019). speaking skill (Richard, 2009). However, it is 2.1. Psychological factors noticeable that both teachers and learners face lots of challenges on the journey to Self-confidence: MacIntyre, Donyei, master speaking. Clement, & Noels (1998) identified self- When it comes to oral language production, confidence as the most immediate determinant willingness to communicate (WTC) plays a of WTC, which is influenced by two factors: crucial role. Researchers have found that perceived competence and anxiety. However, learners’ level of WTC have significant it is important to distinguish between trait-like impact on the frequency and amount of L2 self-confidence and state communicative self- communication, and eventually facilitates the confidence which is a momentary feeling success of L2 acquisition (Clement, Baker, & happening in a particular given situation. MacIntyre, 2003; Yashima, 2002). However, Consequently, similar distinction can be made many students are still reluctant to speak L2 with its two components, referring to them as both inside and outside classroom, despite the state perceived competence and state anxiety. great effort teachers make to encourage them Anything that increases state anxiety or to use a variety of activities and methods decreases state perceived competence can (Reinders, 2016). lower students’ confidence, and lead to Therefore, it’s essential that teachers students’ reluctance to speak L2 (Spielberger, understand and have proper strategies to 1983). Some factors that may trigger state alleviate students’ reluctance to speak. Not anxiety are unpleasant L2 experience, peer only can a better understanding of this pressure, or increasing number of audiences. concept enhance teachers’ tolerance toward Meanwhile, perceived competence is likely to low-performing and inactive students, but it drop if one is placed in an unfamiliar can also help us decide on more suitable situation, or if one believes that his/her methods to support in-class speaking language knowledge and skills have barely activities. In this secondary research, I will developed (ibid). present the factors that hinder students to Motivation: Lack of motivation is another speak English in class and suggest some factor causing unwillingness to speak L2. ways to increase their WTC. Nunan (1999) stressed that uninspiring 525 Tuyển tập Hội nghị Khoa học thường niên năm 2021. ISBN: 978-604-82-5957-0 teaching and lack of appropriate feedback Interlocutors: Interlocutor refers to “the can demotivate students and make them role of students and classmates in the class reluctant to raise their voice. MacIntyre et al. that interact with each other” (Khajavy et al., (1998) also argued that lack of enjoyment 2017, p. 610). Supportive classmates can and satisfaction in using L2 may make reduce one’s anxiety while communicating in individuals feel less motivated in learning, L2. MacIntyre et al. (1998) also identified the and these negative attitudes can be developed desire to speak to a person or a community a by unpleasant in-class experience. precursor of WTC. Following their research, Personality: Personality also decides one tends to be more reluctant to whether one might be willing or reluctant to communicate in L2 with other peers who are speak English in class. The concept of WTC unfamiliar or different in a variety of ways. in L2 acquisition itself, when it was initially Class interaction pattern: Khajavy et al. introduced by McCroskey and Baer (1985), (2017) referred to this concept as the number was referred to as a personality trait. of participants in a conversation. They stated Accordingly, learners with lower self - esteem that students are more willing to participate who are shyer and quieter are less likely to in small group discussion than in whole class engage in L2 communication when given the activities. opportunities. In this sense, many students Generally, students can be reluctant to with strong linguistic competence still avoid speaking L2 in class, while other peers with speak L2 if they lack confidence or more limited competence seems to be more motivation; or if students have shyer and willing to speak whenever possible (ibid). quieter personality. Moreover, factors such as inappropriate communic ...