Exploring Rural Students' Perceptions of Situational Willingness to Communicate (WTC) in English in a New Urban Context: A Case Study in a Malaysia

Abstract

In Malaysia, English is important for education and social mobility, yet rural students often enter university with lower proficiency due to the limited exposure to this language in their rural contexts. This qualitative case study investigate show a group of 9 rural Malaysian undergraduates at a private university in Selangor perceive factors influencing their situational WTC in English after moving to this new urban context. Through interviews, focus groups, and solicited diaries, insights from these students reveal that interactional factors, such as discussion topics, interlocutortype, group size, and setting formality, significantly shape their WTC. Additionally, emotional aspects like state self-confidence, anxiety, and mood were found to impact their readiness to engage in communication. The findings highlight the need for supportive educational environments that enhance familiarity and address emotional well-being, promoting effective English communication practices among rural students who have moved to urban academic contexts. This study contributes to the literature on situational WTC and offers practical implications for educators and policymakers regarding rural students.