Exploring Thai English Majors’ Willingness to Communicate in English: Perspectives from High and Low GPA Students
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Abstract
This study examined Thai university English majors’ willingness to communicate (WTC) in English by comparing students with high and low GPAs across classroom and social contexts. Data were collected from 36 fourth-year students, using a validated questionnaire and open-ended written responses. The questionnaire data were analyzed using descriptive statistics and independent-samples t-tests. The written responses were analyzed qualitatively by organizing similar ideas into themes and reporting the patterns using participants’ own wording where relevant. Results showed that high-GPA students reported significantly higher classroom WTC in four situations: pair or group work, speaking with classmates outside class for practice, expressing opinions in front of the class, and giving presentations. In both groups, WTC was highest when communicating with classmates during classroom activities and lowest when interacting in groups not composed of friends. No significant differences were found between the two GPA groups in willingness to communicate with native versus non-native English speakers. The qualitative findings showed that high-GPA students described stronger confidence, more active communication behaviors, and greater intercultural awareness. Low-GPA students more often described anxiety and reduced participation, especially in unfamiliar or public situations. Overall, GPA was linked to higher WTC in interactive learning contexts, while the interlocutor’s nativeness appeared to play a limited role.
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