Abstract

The recurring phenomenon of course withdrawal, students discontinuing their enrollment in one or multiple courses due to various voluntary or compelled circumstances, poses a significant challenge for university students worldwide. However, the empirical research on this matter remains scarce, particularly concerning English courses. By employing a mixed-methods approach, this study collected and analyzed data from 103 students who had previously discontinued English classes at a public university in Thailand. Both survey questionnaires and semi-structured interviews were used to collect pertinent data, which was subsequently analyzed using quantitative statistics and content analysis methods. The findings disclosed that students' withdrawal was not primarily driven by their attitudes towards English. Rather, they exhibited a favorable perspective towards the language, recognizing its value in their academic progression and potential career enhancement. The decision to withdraw was predominantly shaped by three key factors: (1) their educational backgrounds which posed a significant barrier, as their limited English proficiency impeded their ability to understand, interact, and engage with the course content and lecturers; (2) institutional factors, including pedagogical strategies, course difficulty, unsatisfactory grading methodologies, and unfavorable instructor attitudes, which fostered a fear of failure or low grades amongst students. These fears, compounded by harsh course restrictions and the demanding nature of the general English courses, were instrumental in the students' decision to withdraw; (3) economic constraints and excessive class sizes that were also highlighted as contributing factors to their discontinuation. The findings illuminate the underlying influences that instigate students' course withdrawal, thereby providing guidance for administrators, lecturers, and curriculum designers to reconsider their course structures and evaluation methods.