Willingness to Communicate in the Chinese EFL University Classroom: An Ecological Perspective

Jian‐E Peng

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

Abstract

This book integrates the findings of a quantitative study with a qualitative multiple case study to provide insights into students' willingness to communicate within a Chinese EFL context. It presents an ecological model of WTC to further the understanding of the interaction of individual and environmental factors inside and beyond the classroom.

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2018Examining Levels and Factors of Speaking Anxiety among EFL Libyan English Undergraduate Students 2014Fluctuations in Learners’ Willingness to Communicate during Communicative Task Performance: Conditions and Tendencies 2020Exploring effects of culture on students' achievement motives and goals, self-efficacy, and willingness for public performances: The case of Chinese students' speaking English in class 2021Examining the Dynamic Relationships Between Willingness to Communicate, Anxiety and Enjoyment Using the Experience Sampling Method 2021Protecting and enhancing willingness to communicate with idiodynamic peer-peer strategy sharing 2019Classroom Interactions in the Target Language: Learners’ Perceptions, Willingness to Communicate, and Communication Behavior 2020Towards a Model of Intercultural Communicative Competence in Iranian EFL Context: Testing the Role of International Posture, Ideal L2 Self, L2 Self-Confidence, and Metacognitive Strategies 2015Chinese university students’ ELF awareness: Impacts of language education in China

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