This study aims at exploring the level of Thai EFL undergraduate students’ willingness to communicate in English language online classrooms. The crucial evidence from voices was investigated through mixed-methods paradigm, called exploratory sequential research design which employed a qualitative, followed by quantitative approach answer main question that levels In first phase, qualitative dat...

The main goal of modern second language (L2) pedagogy is to engender appropriate communication skills among its learners. Hence, willingness communicate (WTC) in L2 emerged as an important variable recent years. Several factors have been found influence students’ WTC directly or indirectly. For this purpose, many scales and questionnaires developed so far examine the influencing students. Howev...

English learners need to be willing communicate in for them learn the language successfully. Considering that has been taught since elementary school Indonesia, it is interesting identify how students are English, especially secondary school. Thus, this study aimed know students’ willingness terms of using classroom and linguistic non-linguistic factors. Furthermore, identified whether there wa...

Over half of a century, second language (L2) psychological factors have been heatedly investigated by L2 practitioners and computer assisted learning (CALL) researchers who devote their continuous efforts to gain some comprehensive understandings what learner-external internal may contribute successful outcomes (Li, Meng, Tian, Zhang, & Xiao, 2021). For the factors, contextual settings (out...

The current mixed-method study investigated two groups of Korean-speaking short-term sojourners in Australia. One group (students) was composed learners enrolled English training programs, whereas the other (workers) workplace. We administered questionnaires and a semi-structured interview to examine their willingness communicate (WTC) as second language (L2) explored relationship between this ...