Unwillingness to Communicate in English in Group Discussion among Thai Postgraduate Students: Level, Perceived Reasons and Coping Strategies

Abstract

Effective communication in English is essential for academic success, particularly in postgraduate settings where collaboration and active participation in group discussions are key to learning. However, many Thai postgraduate students exhibit an unwillingness to communicate (UWTC) in English during these discussions. This reluctance not only presents challenges to their academic progress but also limits the development of critical communication skills. While previous studies have explored factors influencing language learners' willingness to communicate (WTC) in second languages, there has been limited focus on the specific barriers faced by Thai postgraduate students in group settings. This study aimed to examine the level of UWTC in English among Thai postgraduate students during group discussions, as well as the underlying reasons for their reluctance and the strategies they employed to manage it. Data were collected using Burgoon’s (1976) Unwillingness to Communicate Questionnaire, administered to 37 Thai postgraduate students enrolled in the English Language Teaching program at a large public university in northeast Thailand. Additionally, semi-structured interviews were conducted with six participants, selected based on their questionnaire scores. The results revealed that the majority of participants exhibited a moderate level of UWTC, with 27 out of 37 participants (approximately 73%) scoring between 36 and 55. In contrast, 10 participants (approximately 27%) were classified as having low UWTC, with scores ranging from 56 to 75. Notably, none of the participants fell into the high UWTC category (scores between 15 and 35), which would indicate a strong reluctance to communicate in English. The study identified several reasons for UWTC, including a lack of peer engagement and support, issues with leadership during group discussions, and insufficient teacher guidance. Other reasons included students' limited English proficiency, lack of prior knowledge about the discussion topics, anxiety, and the arrangement of the group (e.g., group size, time allocated for discussions, and balance among group members). To manage their UWTC, participants employed strategies such as preparation, positive self-talk, and collaboration with group peers. These findings provide valuable insights for educators, suggesting that creating supportive, anxiety-free environments can help enhance students' willingness to communicate in English in academic settings.

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