Teacher–Student Relationships and Willingness to Communicate in English: A Comparative Study of Thai and Chinese College Students

Author Information

Zhai Yan Wen, King Mongkut's University of Technology Thonburi, Thailand
Ravinder Koul, Penn State University, United States
Yuwarat Srisupawong, King Mongkut's University of Technology Thonburi, Thailand

Abstract

This quantitative comparative study examined how teacher–student relationship (TSR) dimensions—closeness and conflict—affect willingness to communicate in English (WTC) among Thai (n = 544) and Chinese (n = 518) college students. A total of 1,062 students completed a survey. ANOVA revealed significant cross-cultural differences: Thai students reported higher closeness (M = 3.46) and WTC (M = 4.10) than Chinese students (M = 2 .82 and M = 3.55), whereas Chinese students perceived greater conflict (M = 2.97) than Thai students (M = 2.68). Gender-stratified analyses showed that both Thai males and females reported higher closeness and WTC than their Chinese counterparts, while conflict was more pronounced among Chinese females (η² = .105). These findings extend attachment theory and social role perspectives, demonstrating that TSR emotional quality functions differently across gender and culture. Practically, the study calls for gender-responsive and culturally sensitive pedagogical approaches to reduce relational tension, especially for female students in hierarchical learning environments.

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