Willingness to Communicate in Instructed Second Language Acquisition

Anna Mystkowska‐Wiertelak · Mirosław Pawlak

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Communication in Education and Healthcare

Abstract

This book investigates individual differences variables as well as contextual factors that impinge on second language learners’ willingness to communicate (WTC). It combines a macro- and micro-perspective to bring the reader closer to understanding the mechanisms underlying WTC in specific contexts.

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2018Openness to experience as a predictor of L2 WTC 2021Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication 2021Introduction: Combining learner psychology and ISLA research: Intersections in the classroom 2022Toward the Role of Teacher Caring and Teacher-Student Rapport in Predicting English as a Foreign Language Learners’ Willingness to Communicate in Second Language 2019Grammar learning strategies as a key to mastering second language grammar: A research agenda 2019One situation doesn’t fit all: Variability and stability of state willingness to communicate in a Chinese College English classroom 2021Affective variables contributing to Indonesian EFL students’ willingness to communicate within face-to-face and digital environments 2022The predictive roles of enjoyment, anxiety, willingness to communicate on students’ performance in English public speaking classes

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