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...

Speaking is deemed by many scholars as a fundamental skill in second language (L2) learning. From the myriad of factors playing a role in willingness to communicate (WTC) in a foreign language, communication apprehension and self-perceived competence have attracted a good deal of interest in recent decades. Furthermore, it is generally agreed that cooperative teaching can enhance learners' ling...

Speaking is deemed by many scholars as a fundamental skill in second language (L2) learning. From the myriad of factors playing a role in willingness to communicate (WTC) in a foreign language, communication apprehension and self-perceived competence have attracted a good deal of interest in recent decades. Furthermore, it is generally agreed that cooperative teaching can enhance learners' ling...

: 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...

Willingness to communicate in a second or foreign language (L2 WTC) is an important individual difference variable that influences the target learning process. To cultivate students’ communicative competence for sustainable development and help them become active citizens of global world, teachers educators need understand L2 WTC find ways promote it. The present study explores effects teaching...

The present quantitative study intended to investigate the effect of Iranian EFL learners' pronunciation anxiety (PA) and motivation (PM) on their L2 willingness communicate (L2 WTC) in English classes. Additionally, it aimed at identifying which these two independent variables (PA or PM) could better predict WTC. To aims, a convenient sample 134 upper-intermediate learners were recruited from ...