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Willingness to Communicate and International Posture in the L2 classroom: An exploratory study into the predictive value of Willingness to Communicate (WTC) and International Posture questionnaires, and the situational factors that influence WTC

Willingness to Communicate and International Posture in the L2 classroom: An exploratory study into the predictive value of Willingness to Communicate (WTC) and International Posture questionnaires, and the situational factors that influence WTC
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The Contribution of Willingness to Communicate to L2 Learners' Depth of Vocabulary Knowledge: An Empirical Study. [PDF]

J Psycholinguist Res
Heidari K.
europepmc   +1 more source

The Effects of Online Learning on English L2 Learners' Willingness to Communicate (WTC)

The Effects of Online Learning on English L2 Learners' Willingness to Communicate (WTC)
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Willingness to Communicate (WTC) Intervention Activities for the EFL Japanese University Context

Willingness to Communicate (WTC) Intervention Activities for the EFL Japanese University Context
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Willingness to Communicate in Adolescent EFL Learners : Exploring Situational WTC and WTC-Facilitating Language Instruction [全文の要約]

Willingness to Communicate in Adolescent EFL Learners : Exploring Situational WTC and WTC-Facilitating Language Instruction [全文の要約]
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Investigating the nature of classroom willingness to communicate (WTC): A micro-perspective

Language Teaching Research, 2016
Recent years have witnessed a shift in empirical investigations of language learners’ willingness to communicate (WTC) from quantitative studies examining the ways in which WTC antecedents co-act and contribute to communication, treating the concept as a stable characteristic, to a mixed-methods approach that allows the examination of stable behavioral
Jakub Bielak, Mirosław Pawlak
exaly   +3 more sources

Exploring the silence of Japanese EFL learners: Its relationship with the degree of willingness to communicate (WTC)

Language Teaching Research
The concept of willingness to communicate (WTC) is pivotal in understanding student engagement in English as a foreign language (EFL) classrooms.
Rintaro Sato
exaly   +3 more sources

Integrating Artificial Intelligence (AI) Into the English as a Foreign Language Classroom: Exploring Its Impact on Students' Achievement Emotions and Willingness to Communicate (WTC)

European Journal of Education
This intervention study strived to uncover the significance of Artificial Intelligence (AI) in L2 classrooms by exploring its impact on English language learners' achievement emotions and willingness to communicate (WTC).
Ali Derakhshan
exaly   +2 more sources

Factors influencing overseas learners’ Willingness to Communicate (WTC) on a pre-sessional programme at a UK university

Journal of English for Academic Purposes, 2019
This paper investigates students’ perceptions of factors influencing their Willingness to Communicate (WTC), the inclination to engage in spoken discourse with others, and the type of classroom activities which prompt oral output.
Jagon Chichon
exaly   +2 more sources

Willingness to Communicate (WTC)

Second Language Learning and Teaching, 2019
Willingness to Communicate (WTC) is one of the highly studied ID variables in language learning and teaching in the past three decades. In this chapter, the origin of WTC is discussed and its introduction to L2 research literature is briefly reviewed. Moreover, empirical studies conducted over the globe are summarized.
Nourollah Zarrinabadi, S. Ketabi, Mansoor Tavakoli   +2 more
semanticscholar   +2 more sources