A Phenomenological Analysis of the Obstacles Impeding Vietnamese EFL Learners' Willingness to Communicate in English

Abstract

The goal of this article is to examine the viewpoints of Vietnamese English as a Foreign Language (EFL) learners with respect to their willingness to communicate (WTC) and identify the barriers that impede their proficiency in the English language. The research employed a phenomenological approach to investigate the obstacles that hinder communication among Vietnamese EFL learners. According to the findings, common challenges encountered by learners include a restricted lexicon, inaccurate pronunciation, diminished self-assurance, and apprehension. These challenges are further compounded by cultural elements and unstimulating learning environments. Offering pertinent activities in a secure, adaptable, and intellectually stimulating learning environment may increase inquisitiveness and enhance English proficiency, according to the article. It is essential that teachers be involved in the delivery of high-quality courses, irrespective of the textbooks and curriculum employed. However, due to the subjective opinions of a small number of participants, the findings of this article are limited; future research should investigate teaching and learning techniques and more objective explanations for English communication difficulties. Furthermore, we recommend that future investigations broaden their scope beyond high school students by incorporating a wider range of topics and settings.