This study explored the effect of input vs. collaborative output tasks on Iranian EFL learners’ grammatical accuracy and their willingness to communicate (WTC). In so doing, the study utilized 3 input (i.e., textual enhancement, processing instruction, and discourse) and 3 collaborative output (i.e., dictogloss, reconstruction cloze task, and jigsaw) tasks and compared their effects on 5 Englis...

The present study investigated the relationships among willingness to communicate, communication apprehension, and self-perceived communication competence in Persian (L1) versus English (L2). A total number of 235 adult native Persian EFL learners were selected through convenience sampling to participate in the study. The population consisted of 118 intermediate learners and 113 upper-intermedi...

Literature has suggested the role of affective variables such as self-confidence, motivation, and anxiety in second foreign language learners’ willingness to communicate conventional learning classrooms. However, little been explored regarding association inside outside classroom digital environment. To this end, current study modified replicated methodological procedure Lee Hsieh’s study, who ...