Abstract
BACKGROUND: Language teachers in the classroom face a common challenge: students' lack of engagement in oral communication and limited problem-solving abilities. This study aimed to determine whether students who displayed a greater willingness to communicate also possessed critical thinking abilities. METHODS: This cross-sectional descriptive study was conducted in 2023 at the School of Health Management and Information. A total of 22 PhD students specializing in health services management were recruited. Data collection tools included McCroskey and Baer's and Baghaei's questionnaires measuring willingness to communicate, Honey's questionnaire assessing critical thinking, and an interview. Data were analyzed using SPSS Version 23. Pearson's Correlation Coefficient and t-statistic were employed to calculate the correlation between the 2 variables and the associated P values. For the interview, content analysis was utilized to identify factors influencing students' willingness to communicate in English. RESULTS: The students achieved high scores on 3 questionnaires independently. However, the correlation analysis revealed no statistically significant relationship between the students' willingness to communicate and their critical thinking abilities. Specifically, the correlation between McCroskey and Honey's questionnaires was r = 0.307, while the correlation between Baghaei and Honey's questionnaires was r = 0.003. CONCLUSION: Given the importance of health tourism, it is crucial for PhD students, as future healthcare managers, to effectively communicate with medical tourists and make informed decisions in challenging situations. Therefore, it is recommended to create a conducive classroom environment that encourages students to participate in discussions, raise critical issues, and develop problem-solving skills.