在台灣，提昇英語溝通能力是非常重要的，不單是學習者期待有效的溝通技巧，連整個社會也有如此的氛圍。研究顯示學生在課堂中用英語溝通的意願與其口語的溝通流利度是有正向關係的。仍然有許多別的因素對學生的溝通意願有直接的影響，臺灣來自孔夫子思想及集體意識的傳統文化，其影響學生不願意溝通卻有被忽略探討的情況。本研究旨在探討文化的議題如何影響學生不願意在英語課堂中開口說英語，384名中臺灣四所大學學生參與本研究，受試者回答測驗工具的題目，以瞭解他們在教室用英語溝通的意願。描述性統計分析資料，結果顯示學生在下列情境下比較有意願溝通：1)老師問他們問題；2)他們知道答案；3)他們有預備好來上課；4)發言有打成績；5)每個人都發言。經描述性統計分析後，發現學生在下列情境下比較沒有意願溝通：1)他們的看法與老師不同；2)他們的看法與同學不同；3)當他們不喜歡同班同學；4)沒人發言。研究結果支持文獻的探討，那就是臺灣受自於孔夫子思想及集體意識的傳統文化影響，老師傾向於保留更多的權威距離而學生傾向和諧無紛爭的環境，這些因素都導致學生更沒有意願在課堂內的參與。文末針對本研究的限制、教學實務意涵及未來研究方向提出建議。

Raising the communicative competence in English is imperative for Taiwan. In general, Taiwanese value the aptitude and skill that is necessary to gain a high level of proficiency in using language. Research indicates that students' willingness to talk (WTT) in English in the classroom is positively associated with their proficiency of oral communication. While many variables were found to have a direct impact on students' WTT, Taiwanese traditional cultural influence derived from Confucianism and collectivism and its impact on students' unwillingness to talk (UTT) have been overlooked. This study aimed to discover how cultural issues affect students' UTT in English classes. A sample of 384 participants was drawn from a cluster of four different institutions in central Taiwan. The participants were asked to respond to the instrument designed to measure their willingness to talk in English classes. Descriptive statistics were computed to analyze the data. The results of the descriptive statistics indicated that students were more willing to talk when 1) they are asked by the teacher; 2) they know the answer; 3) they are prepared for class; 4) they are graded; and 5) everyone is talking. The results showed that the students are less willing to engage in class participation when 1) their views differ from their professor’s view; 2) their views differ from their classmates' view; 3) when they do not like their classmates; and 4) no one is talking. The findings of this study support the review of the literature; that is, in the Taiwanese context, under the influence of Confucianism and collectivism, teachers tend to embrace a larger power distance while students tend to embrace harmony and a conflict-free environment, and both result in students' reluctance for classroom involvement. Lastly, limitations, implications, and suggestions for future research are addressed.