Leila Ghalani, Pantea Pahlavani
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A perplexing silence: unlocking student communication through teacher humor in the EFL classroom. [PDF]
Zhou T, Chen S, Cao J.
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Drivers of willingness to communicate with generative AI: the roles of self-efficacy, grit, speaking enjoyment, and anxiety from a self-determination theory perspective. [PDF]
Tang J, Zhang A, Sun M, Leng X, Luo L.
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The Relationship Between College Students' Emotional Intelligence, Foreign Language Enjoyment, and L2 Willingness to Communicate: A Variable-Centered and Person-Centered Perspective. [PDF]
Xiao Z, Jia J.
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The Effects of Interaction Scenarios on EFL Learners' Technology Acceptance and Willingness to Communicate with AI. [PDF]
Cui Z, Yang H, Xu H.
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Willingness to Communicate, L2 Self-Confidence, and Academic Self-Concept: A Mixed-Methods Study of Vietnamese University Students in the UK. [PDF]
Tra NNT, Han W, Pill S.
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L2 growth mindset in AI-mediated language learning: effects of perceived usability and presence of generative AI chatbots. [PDF]
Huang Y, Chen H, Hu C.
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The impact of classroom interaction on willingness to communicate: The mediating roles of speaking self-efficacy and foreign language enjoyment. [PDF]
Liu Z, Sun D, Zhang L, Wang X, Yang Y.
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Mediating role of students' self-assessment in the relationships among EFL students' L2 grit, motivation, and willingness to communicate. [PDF]
Shahrokhi M, Dehaghani FJ.
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Exploring the Dynamics of Artificial Intelligence Literacy on English as a Foreign Language Learners' Willingness to Communicate: The Critical Mediating Roles of Artificial Intelligence Learning Self-Efficacy and Classroom Anxiety. [PDF]
Zhang Q, Nie H, Fan J, Liu H.
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