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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/3411
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dc.contributor.advisorSumalee Chinokul-
dc.contributor.authorMa Hongyang-
dc.date.accessioned2026-07-10T02:36:04Z-
dc.date.available2026-07-10T02:36:04Z-
dc.date.issued2024-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/3411-
dc.descriptionThesis (M.Ed. (Bilingual Eduaction and English Language Teaching)) -- Rangsit University, 2024en_US
dc.language.isoenen_US
dc.publisherRangsit University. Libraryen_US
dc.subjectEnglish language -- Speaking -- Study and teachingen_US
dc.subjectWillingness to communicate -- Academic culture -- Chinaen_US
dc.subjectCollege students -- Chinaen_US
dc.titleThe relationship between willingness to communicate in English and Chinese academic culture among Chinese college studentsen_US
dc.typeThesisen_US
dc.description.other-abstractThis thesis was aimed at examining Chinese college students' level of willingness to communicate in English in the classroom context (WTC) and its correlation with Chinese academic culture. Mixed-methods research was employed to collect the data to respond to 3 research questions: 1) What is the level of Chinese college students' Willingness to Communicate in English? 2) Is there any relationship between Chinese academic culture influencing Chinese student willingness to communicate in English? 3) What are the opinions of students with high WTC and low WTC towards Chinese academic culture? For the quantitative data, 120 undergraduate non-English majors were recruited to complete a questionnaire adapted from Peng (2009) that investigated students' levels of WTC and Chinese academic culture which was analyzed through 4 related aspects namely communication anxiety, learner belief, motivation, and classroom environment. Descriptive analysis was used to identify the level of students' WTC in English to answer Research Question 1. For Research Question 2, from the quantitative data, the correlation between WTC and other four aspects which are believed to relate to academic Chinese culture in classroom, was investigated. For qualitative data, upon the completion of the questionnaire, 8 students representing high level and low level of WTC in English were voluntarily recruited to explore more in-depth data through semi-structured interviews to respond to Research Question 3. Content analysis for qualitative data to explore the relations between Chinese academic culture and WTC in English. Content analysis was coded and analyzed using thematic analysis based on the suggestion of Boyatzis (1998). The results showed that the students had moderate level of WTC in English in classroom (Mean=3.71, SD=1.21). The correlation analysis suggested that the classroom environment, learner belief, and motivation were positively related to WTC in English while communication anxiety negatively influenced WTC in English. Four main themes emerged from the interview data: academic expectations and pressures, instructional strategies and learning environments, classroom culture and interactions, and extracurricular engagement and its impact on WTC. The synthesis of the results from both quantitative and qualitative data had educational implications for teaching practitioners and policy makers, urging them to create a supportive and conducive environment for effective English communicationen_US
dc.description.degree-nameMaster of Educationen_US
dc.description.degree-levelMaster's Degreeen_US
dc.contributor.degree-disciplineBilingual Education and English Language Teachingen_US
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