Quality communication between a teacher and student or students contributes to the process of learning foreign language. Communication in language teaching is both means content teaching. The model willingness communicate describes individual characteristics situational variables that affect pupil’s readiness enter dialogue with another person at some point. present study provides information o...

Despite the increasing popularity of error treatment as a research subject, the effect of age as a potential learner-internal factor affecting choice of feedback is largely undertreated. Characterized by being at early stages of self-empowerment, young language learners are considerably vulnerable and in need of particular language input to meet their age-appropriate psychological demands. This...

Willingness to communicate (WTC) research has recently witnessed a paradigm shift with the more recent studies looking at shifting and dynamic nature of variable. A growing body literature interpreted such dynamicity from complex systems (CDS) perspective. The theory CDS four basic properties, one which, focus this study, is interconnectedness among subsystems. This property mainly involves int...

This research investigates the contributive factors influencing students’ willingness to communicate (WTC) dan unwillingness (Un-WTC) in English as a foreign language higher education Indonesia. 10 first-year students which came from several non-English departments participated study and they represented WTC Un-WTC groups. Semi-structured observations interviews were used collect data. The resu...

Abstract The researchers have been interested to explore the impact of personality traits on second or foreign language learning. The current study is an attempt to investigate whether there exists a statistically significant relationship between introvert and extrovert EFL learners’ willingness to communicate and ambiguity tolerance. To this end, a total of 150 EFL learners completed the Intro...

Computerized dynamic assessment has been proposed as a solution to the practicality issues involved in ordinary dynamic assessment procedures. However, most of computerized dynamic assessment studies have addressed receptive skills (i.e., reading and listening). Responding to the scarcity of CDA studies of productive skills, the present study was an attempt to design and implement a computerize...