In the context of language instruction and learning, L2 willingness to communicate (WTC) is
a relevant factor in learners' language use. It is viewed as a volitional process influenced by …

Based on the original conceptualisation of the Willingness to Communicate (WTC) as a
personality trait by McCroskey and Baer (1985), researchers have found that individuals …

This chapter examines the theoretical development of willingness to communicate (WTC) as
a psychological construct, focusing on the L2 WTC model (MacIntyre, Clément, Dörnyei, & …

Previous research into willingness to communicate (WTC) in L2 has focused primarily on its
trait dispositions that remain stable across contexts and its situated nature is under explored …

The study of language learners' willingness to communicate (WTC) has gained momentum
since 1998 when MacIntyre, Clément, Dörnyei, and Noels (1998) presented a …

In the context of language instruction and learning, willingness to communicate (WTC) is an
important factor in learners' language use. It is viewed as a volitional process influenced by …

Willingness to communicate in a second language (L2 WTC), defined as L2 learners'
readiness to enter into discourse with specific persons at a specific time, is considered an …

This study aligns with the recent calls in L2 Willingness to Communicate (WTC) research
that mark a shift from viewing WTC as a static, trait-like variable to a construct that is …

This study aimed to synthesize the structural relationships among willingness to
communicate (WTC) and its high-evidence factors in second language (L2) learning …

Why do some students seek, while others avoid, second language (L2) communication?
Many language teachers have encountered students high in linguistic competence who are …