Results 11 to 20 of about 243 (136)
Language Teaching Research, 2021 Willingness to communicate (WTC) reflects an intersection between instructed second language acquisition and learner psychology. WTC results from the coordinated interaction among complex processes that prepare second language (L2) learners to choose to use their L2 for authentic communication.
Peter D. MacIntyre, Lanxi Wang
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International Journal of Law, Government and Communication, 2023 Having a sense of willingness to communicate (WTC) in the 2nd language (L2) is one of the important factors in improving ESL students’ speaking skills. WTC model is used as an indicator for successful English learning outcome. This study looks at the impact of the employment of WTC on ESL students’ speaking skill by integrating the employment of social
Anna Lynn Abu Bakar +3 more
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A comparison of Willingness to Communicate (WTC) between Iranian EFL and EAP learners [PDF]
International Journal of Research Studies in Language Learning, 2014 The present study was undertaken to investigate whether 1) there is any significant difference between EFL and EAP learners in terms of willingness to communicate, 2) there is any significant difference in WTC of Iranian EFL/EAP learners with 1- Native speakers, 2- Nonnative speakers and 3- In class context, and 3) there is any significant difference ...
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Investigating Situational Willingness to Communicate (WTC) within EFL Classroom
Journal of English Education, 2017 ABSTRACTThis research aimed to show the students’ situational WTC in EFL classroom and identify students’ perception on their situational WTC in English in terms of motivation, linguistic self-confidence, attitude, and personality.The researcher applied descriptive research.
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Isagoge - Journal of Humanities and Social Sciences, 2021 The current study set out to probe the relationship between Willingness to Communicate (WTC) and different components of Early Maladaptive Schemas (EMSs). Moreover, the study sought to discover whether any subcomponents of the EMSs significantly predicts the WTC of Iranian EFL learners.
Karamian, Leila, Tasnimi, Mahshad
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Willingness to Communicate (WTC) and L2 Achievement: The Case of Arabic Language Learners
Procedia - Social and Behavioral Sciences, 2014 AbstractThis study investigated the relationship between willingness to communicate (WTC) and foreign language achievement of Arabic students. Participants were 44 undergraduate Arabic students studying at Bu-Ali Sina University-Hamedan, Iran. For data collection purposes, a Five-digit Likert-scale questionnaire of Willingness to Communicate in a ...
Mahmoodi, Mohammad-Hadi, Moazam, Ismail
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International Journal of Applied Linguistics, EarlyView.ABSTRACT Second or foreign language (L2) speaking is a key aspect of L2 competence. While GenAI shows potential to address challenges in L2 speaking development, its role remains insufficiently understood. Self‐Determination Theory (SDT) could explain student language learning engagement. Therefore, this systematic review examines how GenAI affordances
Yanyan Catherine Lin +3 more
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Journal of Computer Assisted Learning, Volume 42, Issue 2, April 2026.ABSTRACT Background Informal digital learning of English (IDLE) has been widely shown to enhance English as a foreign language (EFL) learners' proficiency. However, most research has examined a single context, limiting understanding of how IDLE shapes learners' willingness to communicate in a second language (L2 WTC) across different sociocultural ...
Ali Soyoof, Barry Lee Reynolds
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L2 willingness to communicate (WTC) and international posture in the Polish educational context
Studies in Second Language Learning and Teaching, 2011 Speaking, the language skill whose mastering appears to be the ultimate aim of every attempt at learning a foreign language, constitutes a formidable challenge. Apart from involving the online interaction of complex processes of conceptualization, formulation, articulation and monitoring (Levelt, 1989), it appears prone to numerous psychological and ...
Mystkowska-Wiertelak, Anna +1 more
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How to Get Pupils Talking: Facilitation of Spontaneous Speech Through Improvisation Activities
TESOL Journal, Volume 17, Issue 1, March 2026.ABSTRACT This qualitative study explores how student teachers experienced that improvisation activities facilitated spontaneous speech practice in EFL classrooms. During school practicums in Norwegian schools, pre‐service and in‐service student teachers reflected in trial logs before, during and after the trials in grades 5 to 10.
Anke Zondag, Annelise Brox Larsen
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