Japanese JHS students’ Ideal L2 Selves: Confidence, anxiety, and willingness to communicate

Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation

Willingness to Communicate in L2 English: Impact of Learner Variables

Due to the growing emphasis of modern language pedagogy on meaningfulcommunication, L2 willingness to communicate (WTC) has recently become animportant concept in second language learning and communication. The presentstudy investigated the effects of individual differences on Iranian EFLlearners' willingness to communicate. As many as 431 students who were learningEnglish as a foreign language...

willingness to communicate in l2: theoretical roots and pedagogical implications

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Uncovering the Influence of EFL Students’ Perfectionism and Anxiety on their Willingness to Communicate in Language Classes

The study aims at investigating the influence of English as a Foreign Language (EFL) students' perfectionism and anxiety on their Willingness to Communicate (WTC) in EFL classes. To do so, a set of questionnaires, namely “Willingness To Communicate” (MacIntyre, et al., 2001), “Foreign Language Classroom Anxiety” (Horwitz, et al., 1986)  and “Multidimensional Perfectionism Scales” (Hewitt & Flet...

EFL Teachers’ Pedagogic Strategies and Students’ Willingness to Communicate: Teachers’ and Learners’ Perceptions

This study explored both teachers’ and learners’ perceptions of teachers’ pedagogic strategies which may engender willingness to communicate (WTC) in an English as a foreign language class and the difference between their perceptions to detect how convergent or possibly how divergent these are. The project used a convenience sample of 300 students taking an intermediate English course and their...