This study aimed to investigate the level of Unwillingness to Communicate (UWTC) in English during group discussions among 37 Thai postgraduate students, as well as the coping strategies they typically employ to manage their UWTC. Burgoons (1976) Willingness to Communicate (WTC) questionnaire was used to measure the participants UWTC levels, and semi-structured interviews were conducted with six selected participants to explore their coping strategies in greater depth. The results revealed that the majority of participants (73%) exhibited a moderate level of UWTC, while 27% demonstrated a low level. Notably, no participants reported a high level of UWTC, indicating an absence of strong reluctance to communicate. The interview data further revealed that students managed their UWTC through strategies such as thorough preparation, positive self-talk, and collaboration with peers. These coping mechanisms helped reduce anxiety, boost confidence, and encourage more active participation in academic discussions. The findings highlight the importance of fostering supportive, low-anxiety classroom environments to enhance students willingness to communicate in English. This study offers practical implications for educators aiming to promote communicative engagement by addressing both the linguistic and affective factors influencing student participation in English-medium settings.
Boonorm et al. (Sun,) studied this question.