Exploring the Role of Self-Perceived Communication Competence in Chinese University Students’ Willingness to Communicate in English: A Qualitative Study
List of Authors
Melissa Ng Lee Yen Abdullah, Rao Fu
Keyword
Willingness to Communicate (WTC), Self-Perceived Communication Competence (SPCC), Chinese University Students, English Language Learning, Qualitative Study
Abstract
This study investigates the influence of self-perceived communication competence (SPCC) on Chinese university students’ willingness to communicate (WTC) in English, employing a mixed method. The quantitative phase measured students’ WTC levels using a validated scale, while the qualitative phase, through semi-structured interviews, explored the underlying factors influencing WTC among students with high and low communication willingness. The findings reveal that SPCC plays a central role in shaping students’ WTC, with significant differences observed between the two groups. Students with high WTC reported strong confidence in their communication abilities, driven by positive emotions such as enjoyment and a sense of achievement in mastering English. This confidence empowered them to engage actively in classroom communication without fear of making mistakes. In contrast, students with low WTC perceived their SPCC as a significant barrier, often experiencing negative emotions such as nervousness, fear of judgment, and self-doubt, which hindered their willingness to speak. However, they acknowledged that external factors, such as encouragement and constructive feedback from teachers and peers, could enhance their SPCC and, consequently, their WTC. The study underscores the dynamic interplay between SPCC and WTC, emphasizing that students’ perceptions of their communication abilities are deeply intertwined with their emotional experiences and the classroom environment. These findings offer valuable insights for English language teaching in Chinese universities, suggesting that targeted interventions to build students’ confidence, reduce anxiety, and foster a supportive classroom environment can significantly improve their willingness to communicate in English. By addressing both internal and external barriers, educators can help students develop greater communication competence and willingness to engage in English communication.