The purpose of this study is to examine the structural relationships among variables that affect Willingness to Communicate (WTC) and frequency of communication in the L2 in Japanese university EFL classrooms: anxiety, motivation, integrativeness, international posture, ought-to L2 self, ideal L2 self (idealized L2 speaking self), L2 linguistic self-confidence, and valuing of global English. This purpose includes investigating Dörnyei’s (2005) hypothesis that the interplay of linguistic self-confidence and the ideal L2 self positively influence L2 WTC. A sample of 373 Japanese university students participated in the study. Questionnaires were administered at the beginning of the semester and a hypothesized structural equation model based on the WTC model (MacIntyre 1994), the socioeducational model (Gardner 1985), and the concept of the L2 Motivational Self System (Dörnyei 2005), was tested. The structural relationships yielded new perspectives on learners’ WTC, particularly the finding that the ideal L2 self was a significant predictor of L2 WTC. Pedagogical implications of the research findings are discussed.
2024. Exploring Factors Contributing to Students’ Unwillingness to Communicate in English as a Foreign Language Classroom. European Journal of Theoretical and Applied Sciences 2:3 ► pp. 851 ff.
Fathi, Jalil, Mirosław Pawlak, Sepideh Mehraein, Hamed Mohammad Hosseini & Ali Derakhshesh
2023. Foreign language enjoyment, ideal L2 self, and intercultural communicative competence as predictors of willingness to communicate among EFL learners. System 115 ► pp. 103067 ff.
Ghasemi, Ali Asghar & Mosa Ahmadian
2023. Research into Intercultural Communicative Competence: A Model Test. Journal of Intercultural Communication► pp. 75 ff.
2023. Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing. Language Teaching Research
Yang, He & Zheyu Lian
2023. Ideal L2 Self, Self-Efficacy, and Pragmatic Production: The Mediating Role of Willingness to Communicate in Learning English as a Foreign Language. Behavioral Sciences 13:7 ► pp. 597 ff.
Ebn-Abbasi, Faramarz, Musa Nushi & Nazila Fattahi
2022. The Role of L2 Motivational Self System and Grit in EFL Learners’ Willingness to Communicate: A Study of Public School vs. Private English Language Institute Learners. Frontiers in Education 7
Sandeman, David
2022. The relationship between the L2 Motivational Self System and attainment. Lingua Posnaniensis 64:2 ► pp. 35 ff.
Zhang, Chen & Wenzhong Zhang
2022. The impact of social phobia on willingness to communicate in a second language: The mediation effect of ideal L2 self. Frontiers in Psychology 13
Zhang, Lawrence Jun, Abdulbaset Saeedian & Jalil Fathi
2022. Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context. Journal of Multilingual and Multicultural Development► pp. 1 ff.
Zhao, Xi, Wei Xiao & Jiajia Zhang
2022. L2 Motivational Self System, International Posture and the Sustainable Development of L2 Proficiency in the COVID-19 Era: A Case of English Majors in China. Sustainability 14:13 ► pp. 8087 ff.
Balouchi, Shima & Arshad Abdul Samad
2021. The effect of perceived competence on second language communication frequency: the mediating roles of motivation, willingness to communicate, and international posture. Education and Information Technologies 26:5 ► pp. 5917 ff.
Calafato, Raees
2021. “I'm a salesman and my client is China”: Language learning motivation, multicultural attitudes, and multilingualism among university students in Kazakhstan and Uzbekistan. System 103 ► pp. 102645 ff.
Chen, Yih-Lan, Hsing-Fu Cheng, Hui-Wen Tang & Chaochang Wang
2021. The roles of english varieties and L2 motivation in English learners’ willingness to communicate in the internationalization at home (IaH) context. International Review of Applied Linguistics in Language Teaching 59:3 ► pp. 293 ff.
Cheng, Hsing-Fu
2021. The Effect of Language-specific Grit and Future Self-Guides on Willingness to Communicate in the Second Language. English Teaching & Learning 45:3 ► pp. 283 ff.
COURSE, Simla & Fatma Özlem SAKA
2021. Investigating L2 Motivational Self System in the Turkish University Context. Cukurova University Faculty of Education Journal 50:2 ► pp. 649 ff.
Mystkowska-Wiertelak, Anna
2021. The Link Between Different Facets of Willingness to Communicate, Engagement and Communicative Behaviour in Task Performance. In Positive Psychology in Second and Foreign Language Education [Second Language Learning and Teaching, ], ► pp. 95 ff.
Şen, Meltem & Huseyin Oz
2021. Vocabulary Size as a Predictor of Willingness to Communicate Inside the Classroom. In New Perspectives on Willingness to Communicate in a Second Language [Second Language Learning and Teaching, ], ► pp. 235 ff.
Šafranj, Jelisaveta, Aleksandra Gojkov Rajić & Vesna Bogdanović
2021. The Ideal L2 Self as a Factor of Self-Motivation in Willingness to Communicate. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 9:2 ► pp. 189 ff.
Botes, Elouise, Juliana Gottschling, Matthias Stadler & Samuel Greiff
2020. A systematic narrative review of International Posture: What is known and what still needs to be uncovered. System 90 ► pp. 102232 ff.
Ghasemi, Ali Asghar, Mosa Ahmadian, Hooshang Yazdani & Majid Amerian
2020. Towards 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. Journal of Intercultural Communication Research 49:1 ► pp. 41 ff.
SAK, Mehmet
2020. The role of ideal L2 self in predicting L2 willingness to communicate inside and outside the classroom. Eurasian Journal of Applied Linguistics► pp. 189 ff.
Shen, Siying, Diana Mazgutova & Gareth McCray
2020. Exploring Classroom Willingness to Communicate: The Role of Motivating Future L2 Selves. International Journal of Educational Methodology 6:4 ► pp. 729 ff.
Elahi Shirvan, Majid, Gholam Hassan Khajavy, Peter D. MacIntyre & Tahereh Taherian
2019. A Meta-analysis of L2 Willingness to Communicate and Its Three High-Evidence Correlates. Journal of Psycholinguistic Research 48:6 ► pp. 1241 ff.
Lin, Yi-Ti
2019. Taiwanese EFL Learners’ Willingness to Communicate in English in the Classroom: Impacts of Personality, Affect, Motivation, and Communication Confidence. The Asia-Pacific Education Researcher 28:2 ► pp. 101 ff.
Lee, Jang Ho
2018. The effects of short-term study abroad on L2 anxiety, international posture, and L2 willingness to communicate. Journal of Multilingual and Multicultural Development 39:8 ► pp. 703 ff.
Lee, Jang Ho
2020. Relationships among students’ perceptions of native and non-native EFL teachers’ immediacy behaviours and credibility and students’ willingness to communicate in class. Oxford Review of Education 46:2 ► pp. 153 ff.
Reid, Kym Taylor & Pavel Trofimovich
2018. Exploring the influence of community volunteerism on adult L2 learners’ willingness to communicate. System 74 ► pp. 73 ff.
Khajavy, Gholam Hassan & Behzad Ghonsooly
2017. Predictors of willingness to read in English: testing a model based on possible selves and self-confidence. Journal of Multilingual and Multicultural Development 38:10 ► pp. 871 ff.
Bernales, Carolina
2016. Towards a comprehensive concept of Willingness to Communicate: Learners' predicted and self-reported participation in the foreign language classroom. System 56 ► pp. 1 ff.
Bernales, Carolina
2016. Conflicting Pathways to Participation in the FL Classroom: L2 Speech Production vs. L2 Thought Processes. Foreign Language Annals 49:2 ► pp. 367 ff.
2021. A new model of intercultural communicative competence: bridging language classrooms and intercultural communicative contexts. Studies in Higher Education 46:8 ► pp. 1664 ff.
Munezane, Yoko
2023. Effects of willingness to communicate on L2 output and leadership roles during jury discussions. Applied Linguistics Review 14:1 ► pp. 87 ff.
Mystkowska-Wiertelak, Anna & Mirosław Pawlak
2014. Fluctuations in Learners’ Willingness to Communicate during Communicative Task Performance: Conditions and Tendencies. Research in Language 12:3 ► pp. 245 ff.
This list is based on CrossRef data as of 2 august 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.