Understanding Willingness to Communicate in English Medium Instruction: Cultural and Pedagogical Influences on Chinese University Students

This study investigates the factors influencing Chinese students’ willingness to communicate (WTC) with their Chinese lecturers in English Medium Instruction (EMI) classrooms at a Sino-foreign cooperative university. Drawing on MacIntyre et al.'s (JAMA 82:245–556, 1998) heuristic model and Wen and Clement’s (JAMA 16:18–38, 2003) culturally adapted framework, a mixed-methods approach was employed, involving a survey of 101 non-English major undergraduates (CEFR B1 proficiency) and semi-structured interviews with 16 participants. The findings reveal high WTC among students, particularly in responding to lecturers' questions, influenced by communicative competence, academic confidence, and strong student–lecturer relationships. Cultural factors, such as face-saving concerns and traditional teacher-centered practices, also shape communication behaviors. The study underscores the importance of fostering supportive, student-centered teaching practices, offering practical recommendations such as enhancing rapport, integrating engaging pedagogical strategies, and providing targeted support to develop linguistic and academic competencies. By bridging theoretical insights and practical strategies, this research contributes to the broader understanding of WTC and its implications for enhancing student engagement in multilingual EMI contexts.