THE EFFECT OF CLASSROOM ENVIRONMENT ON VIETNAMESE EFL UNDERGRADUATES’ WILLINGNESS TO COMMUNICATE: STUDENTS’ PERSPECTIVES

Abstract

This study explores Vietnamese EFL students’ perceptions of classroom environmental factors influencing their WTC using a phenomenological approach. Through thematic analysis of semi-structured interviews, three main categories emerged: teacher-related factors, peer dynamics, and learning tasks. Among teacher-related elements, teaching styles, emotional support, immediacy, wait time, and feedback were identified as having the most impact on students’ WTC. Peer factors, such as relationships, cooperation, learning attitudes, and language proficiency, were also significant. Additionally, the topic of discussion and task type were strong predictors of WTC. Although limited by the exclusive focus on English-majored undergraduates and the use of semi-structured interviews, the research offers valuable insights and proposes pedagogical recommendations. Teachers are encouraged to adopt communicative teaching methods and foster positive relationships with students. Furthermore, peer engagement is highlighted as key to encouraging participation, particularly for students with lower proficiency levels.