Applying the Theories of Planned Behavior and Self-Determination to Predict Willingness to Communicate

John David Peebles; Chomraj Patanasorn

Authors

John David Peebles The English Department, Khon Kaen Vithes Suksa Bilingual School, Thailand
Chomraj Patanasorn Khon Kaen University, Thailand

Keywords:

Theory of Planned Behavior, Self-Determination Theory, EFL, Willingness to Communicate

Abstract

The importance of effective verbal communication in human society cannot be overstated; it is not just a basic human need but is also fundamental to an individual’s agency and identity. Accordingly, the Theory of Planned Behavior (TPB) and Self-Determination Theory (SDT) were applied to identify factors influencing willingness to communicate (WTC) among English as a foreign language (EFL) learners at a secondary school in Northeastern Thailand. A mixed-methods approach was employed with 113 participants from both lower and upper secondary levels. Likert scale questionnaires were administered to quantitatively assess the effects of the constructs from TPB and SDT on WTC, while focus group discussions provided qualitative depth. Statistical analysis revealed that subjective norms and perceived behavioral control significantly predicted WTC, with competence also showing a strong positive correlation. Conversely, extrinsic motivation was negatively associated with WTC, suggesting that reliance on external rewards may reduce communication willingness. This model explained 75% of the variance in WTC. The quantitative results were supported by qualitative findings, which underscored the cultural and motivational nuances shaping students' communication behaviors, adding depth to the data. The study highlights the importance of subjective experiences, social interactions, and perceived competence in enhancing second language communication. Therefore, the integration of the psychological, social, and volitional support systems can positively impact oral communication outcomes in L2 education.

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