Assessing English Communication Willingness Among EFL Undergraduates: A Multi-University Study in Guangxi, China

Abstract

Within the domain of English language learning, there exists a notable perspective among some undergraduates in English as a Foreign Language (EFL) programs, who believe that achieving high scores in written assessments suffices, thereby undervaluing the importance of oral proficiency. It is essential to recognize that the willingness to engage in communication (WTC) is a pivotal element that directly influences learners’ active participation in second-language interactions. This research employs a quantitative methodology to examine the WTC among EFL undergraduates at three universities in Guangxi. Through the administration of a structured questionnaire and the application of SPSS for data analysis, the study seeks to assess the current levels of WTC and to determine the impact of gender on these levels. The investigation is guided by the objective to elucidate: (1) the prevailing WTC in English among EFL undergraduates, and (2) the existence of any significant gender-based disparities in WTC. The findings from this study reveal that the general WTC among the surveyed EFL undergraduates is moderate. Notably, the WTC within classroom environments is discernibly lower than that observed in contexts outside of the classroom. Furthermore, the analysis indicates a minor, though not statistically significant, increase in WTC among male students when compared to their female counterparts. These insights not only shed light on the dynamics of language learning engagement but also offer a foundation for developing targeted instructional strategies aimed at fostering oral communicative skills.