Willingness to Communicate in L2 English: Impact of Learner Variables

willingness to communicate in l2 english: impact of learner variables

due to the growing emphasis of modern language pedagogy on meaningfulcommunication, l2 willingness to communicate (wtc) has recently become animportant concept in second language learning and communication. the presentstudy investigated the effects of individual differences on iranian efllearners' willingness to communicate. as many as 431 students who were learningenglish as a foreign language...

willingness to communicate in l2: theoretical roots and pedagogical implications

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Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation

Willingness to Communicate, Learner Subjectivity, Anxiety, and EFL Learners' Pragmatic Competence

: Individual learner differences play an integral role in second language acquisition and interested researchers and practitioners cannot get a full appreciation of second language learning if they ignore these significant variables. This study investigated how willingness to communicate (WTC), learner subjectivity, and anxiety in learning the L2 correlate with Iranian students’ English pragmat...

on the relationship between self- regulated learning strategies use and willingness to communicate in the context of writing

این تحقیق به منظور بررسی رابطه بین میزان استراتژیهای خود-تنظیم شده یادگیری و تمایل به ایجاد ارتباط دانشجویان زبان انگلیسی انجام شده است.علاوه بر این،روابط و کنش های موجود بین ریزسنجه های استراتژیهای خود-تنظیم شده یادگُیری ، مهارت نگارش و تمایل به برقراری ارتباط و همچنین تاٍثیرجنسیت دانشجویان زبان انگلیسی در استراتژیهای خود-تنظیم شده یادگیری و تمایل به برقراری ارتباط آنها مورد بررسی قرار گرفته شد.

iranian english learners’ perception and personality: a dual approach to investigating influential factors on willingness to communicate

abstract previous studies on willingness to communicate (wtc) have shown the influence of many individual or situational factors on students’ tendency to engage in classroom communication, in which wtc has been viewed either at the trait-level or situational level. however, due to the complexity of the notion of willingness to communicate, the present study suggests that these two strands are ...