Communicative Competence and Willingness to Communicate among Tertiary Learners: An Explanatory Sequential Mixed-Methods Study
DOI:
https://doi.org/10.68354/741741Keywords:
Communicative Competence, Willingness to Communicate, Tertiary Learners, Second-Language Learning, English Language Education, PLS-SEM, Explanatory Sequential MethodsAbstract
Introduction: Willingness to communicate (WTC) is essential to second-language learning, yet students differ in their readiness to communicate in English. Examining its relationship with communicative competence and the contextual factors shaping this relationship can inform language instruction that promotes active participation.
Objective: This study examined the relationship between communicative competence and WTC among tertiary learners and explored students’ experiences that contextualize the quantitative findings.
Methods: An explanatory sequential mixed-methods design was employed. The quantitative phase involved 426 college students from public and private higher education institutions selected through convenience sampling. Data were collected using adapted five-point Likert-scale questionnaires and analyzed using descriptive statistics and Partial Least Squares Structural Equation Modeling (PLS-SEM). The qualitative phase involved 10 students in a focus group discussion, with responses analyzed thematically.
Results: Students reported high communicative competence (M = 3.871, SD = 0.884) and WTC (M = 3.973, SD = 0.953). PLS-SEM showed a strong positive relationship between communicative competence and WTC (β = .894, p < .001), explaining 79.9% of the variance in WTC (R² = .799; f² = 3.965). Qualitative findings highlighted proficiency development, communication experiences, emotional responses, social support, and individual differences.
Conclusions: Communicative competence is strongly associated with tertiary learners’ WTC, while social and emotional experiences also shape their readiness to communicate. The findings support instruction that develops communicative competence alongside supportive opportunities for meaningful English interaction.
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