Willingness to communicate in a second language (L2 WTC) has recently become an important concept across disciplines of second language acquisition (SLA) and communication. It has been proposed that pedagogic goals should be to increase learners’ L2 WTC so as to facilitate language learning. Incorporating the Canadian social psychological approach to L2 learning, extant research has suggested t...

Willingness to communicate (WTC) in a second language (L2) is one of the key concepts L2 communication and learning. Previously, research practice this area has been more concerned with investigating relationship between individual negative emotions WTC. However, insufficient attention given wide range positive contributing This study aims address impact (positive negative) self-perceived compe...

This study explores the relationships between L2 motivational self system (L2MSS)—Ideal self, Ought-to and Learning experience—and willingness to communicate (WTC) based on results of a questionnaire survey 120 freshmen from English majors (English, Business English, Translation). The demonstrate that: (1) in L2MSS, ideal has greatest mean 3.83, WTC 3.74. Overall, each value is upper-middle ran...

This study investigates how contemplative education and teaching backs up Iraqi EFL learners to become more willing speak in class. After data analysis interpretation of the performance 72 young students two language schools Iraq, researchers found recruited participants responded strategies their speaking class developed a higher willingness interact with teacher cohort Based on results, those...

Recently, Willingness to Communicate (WTC) has been explored and proposed be one of the key concepts for identifying when decides initiate communication in target language. The attention, nonetheless, concentrated on how WTC interacts with other learners’ variables. This study, hand, intends offer empirical evidence direct roles affective variables (self-confidence, anxiety, motivation, grit) (...

Individual differences in language learning have been under close scrutiny for several decades. However, there is still place to be filled with new research understand how and what extent these relate to/effect process. Both foreign classroom anxiety (FLCA) second willingness communicate (L2 WTC) key individual paradigm educational psychology applied linguistics. To this end, the current study ...

The main goal of modern second language (L2) pedagogy is to engender appropriate communication skills among its learners. Hence, willingness communicate (WTC) in L2 emerged as an important variable recent years. Several factors have been found influence students’ WTC directly or indirectly. For this purpose, many scales and questionnaires developed so far examine the influencing students. Howev...

This study aimed to investigate the factors that may impact Saudi English as a foreign language (EFL) learners’ willingness communicate (WTC) in an extramural digital (ED) environment. To do this, 50 EFL learners from different secondary schools were interviewed. The collected data analysed using thematic analysis. findings of this showed there are three variables affecting second (L2) WTC ED c...

Studies examining the positive emotion of foreign language enjoyment (FLE) have recently increased exponentially, as researchers are applying tenets psychology in applied linguistics. It is therefore an appropriate time to take stock current literature and conduct a preliminary meta-analysis. The relationships between FLE four variables, namely, anxiety (FLA), willingness communicate (WTC), aca...