Reticence is a common problem faced by ESL/EFL teachers in classrooms, especially in those with mainly Asian students. The willingness to communicate model of MacIntyre, Clement, Dörnyei, and Noels (1998. ‘Conceptualizing willingness to communicate in a L2: a situational model of L2 confidence and affiliation’. The Modern Language Journal 82/4: 545–62.) postulates that willingness to speak is d...

The present study aspired to scrutinize the relationship among EFL learners' Self-directed Learning (SL), Resilience (RE), and Willingness to Communicate (WTC). To accomplish this purpose, 124 male and female undergraduate EFL learners, within the age range of 20 to 32, were selected through convenience sampling. These EFL learners were asked to fill in three questionnaires, namely the SL...

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...

While in previous models of pre-play communication players are forced to communicate, we investigate what happens if players can choose not to participate in this cheap talk. Outcomes are predicted by analyzing evolutionary stability in a population of a priori identical players. If the game following the communication rewards players who choose the same action then an e‰cient outcome is only g...

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...