Willingness to Communicate in the Chinese EFL University Classroom: An Ecological Perspective

  title={Willingness to Communicate in the Chinese EFL University Classroom: An Ecological Perspective},
  author={Jian-E Peng},
Part 1. The Research of Willingness to Communicate in a Second Language 1. Introduction 2. Hybrid Perspectives on WTC in an L2 Part 2. The Big Picture: Interrelationships between WTC, Communication Confidence, Motivation, Learner Beliefs, and Classroom Environment (Phase 1: Questionnaire Survey) 3. Dimensions of WTC, Confidence, Motivation, Beliefs, and ClassroomEnvironment 4. Interrelationships between WTC, Confidence, Motivation, Beliefs, and Environment on WTC: A Full Structural Model Part 3… 

The Influence of Contextual and Motivational Variables on Willingness to Communicate in Fully Online EFL Programmes

  • S. Grant
  • Education
    International Journal of Computer-Assisted Language Learning and Teaching
  • 2022
This quantitative study takes an ecological perspective by examining classroom environmental variables, student motivational factors and their relationship with form-focused and meaning-focused

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The paper discusses how WTC was originally conceptualized with reference to L1 communication and, later, introduced as welcome appendage to L2 pedagogy and argues for the importance of facilitating WTC in language learners.

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Using a second language (L2) on social media could provide opportunities for incidental learning and contribute to increased L2 competence. Furthermore, online interactions could offer valuable