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

@inproceedings{Peng2014WillingnessTC,
  title={Willingness to Communicate in the Chinese EFL University Classroom: An Ecological Perspective},
  author={Jian-E Peng},
  year={2014}
}
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

Classroom Interactions in the Target Language: Learners’ Perceptions, Willingness to Communicate, and Communication Behavior

Research has provided evidence in support of the importance of the predictive effect of the willingness to communicate (WTC) on interactions in the classroom and shed light on the predictive sources

Designing a Tool for Measuring the Interrelationships between L2 WTC, Confidence, Beliefs, Motivation, and Context

The study of language learners’ willingness to communicate (WTC) has gained momentum since 1998 when MacIntyre, Clement, Dornyei, and Noels (1998) presented a conceptualization of an amalgam of

Willingness to Communicate and Second Language Proficiency: A Correlational Study

This study attempts to answer one straightforward question: “what is the relationship between students’ proficiency level and their willingness to communicate?”, i.e., their “readiness to enter into

A Study of the Relationship Between Students’ Global Perspective and Willingness to Communicate in English at an English Medium Instruction University in China

Few previous studies have investigated the relationship between global perspective (GP) and willingness to communicate (WTC) in English. Hence, more studies are needed to validate their correlation.

Mediation and EFL Learners’ Willingness to Communicate: A Micro Sociocultural Study

Exploring various dimensions associated with classroom Willingness to Communicate (WTC) appears to have become a focal issue among researchers. Despite previous studies on WTC, there still exists the

Dynamics of variables underlying Willingness to Communicate (WTC) in English (L2): A case study of postgraduate business students at a university classroom in Sukkur, Pakistan

Modern approaches to second language (L2) pedagogy emphasise authentic L2 use for successful L2 learning. However, it has been a common observation L2 contexts that despite possessing years of

Willingness to Communicate: Rise, Development, and Some Future Directions

TLDR
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.

An investigation into the attitudes and intentions of university students in Japan regarding second-language learning on social networking sites

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
...