This study aims to measure the students' level of perceived/self-report WTC and explore their situational/behavioural in classroom. It further investigates most influential factors significant relationship self-report behavioural WTC. The incorporates qualitative quantitative approaches by means Scale Factors influencing questionnaires, classroom observation semi-structured interviews. A total ...

In many contexts of multilingualism, language learners can initiate communication in the target (TL), or a contact (such as English). Patterns use emerging from these choices vary between individuals and affect TL development. Willingness to communicate (WTC) needs be investigated ways that capture variations. So far, WTC has not been studied multilingual contexts, using individual-level design...

The purposes of this research were two-fold: first, to see whether or not lecturers’ immediacy behaviors linearly related their students’ Willingness Communicate (WTC); second, determine which behavior (Verbal Nonverbal) predominantly impacted on WTC. To achieve the purposes, two types questionnaires utilized, 1) WTC and 2) immediacy. Later, participants asked choose 1–5 scales question item. T...

Willingness to Communicate (WTC) has become an important concept in second language (L2) classroom context. WTC is proven as a predictor of participation since students who tend have high participated more interaction and they are likely be ready get involved any interactions using their L2 both inside outside classroom. Given the central role teachers play pedagogy, shape curriculum within con...

: 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...

This study examined Omani EFL learners’ perceptions toward their willingness to communicate (WTC) in English. To this end, 204 students majoring in English language at a private university in Oman were assigned a questionnaire adapted from McCroskey’s (1992) WTC scale to determine possible effects of communication and affective variables on their WTC in English. After assessing the normality di...