Willingness to communicate (WTC) is an important individual learner difference that can help account for varying rates of language-learning success across individuals. As learner talk is considered to be a key pedagogical activity, instructors and researchers often strive to identify and manipulate key variables that will increase and arouse a…

This study reports the results of a mixed-methods investigation on the impact of a virtual reality (VR) tool on Iranian EFL learners' willingness to communicate (WTC) and oral proficiency. Twenty upper-intermediate EFL learners were divided into experimental and control groups role-playing as museum guides with and without Google Expeditions VR…

This classroom-based, quasi-experimental study explored the impact of metacognitive instruction designed to promote young learners' (1) willingness to communicate (WTC), (2) participation in communicative activities, and (3) metacognitive knowledge of oral communication. Forty-four Grade 3 students (8--9 years old) from two intact classes…

This study explores a preschooler's relational types of agency and the reasons why these types emerge. This study defines children's agency as a capacity and power to act purposefully, negotiate roles, and (re)construct relationships with others. As an ethnographic case study, this study followed a four-year-old child, Han, for one year in his…

Although there have been several comparative studies of willingness to communicate in a first language (L1 WTC), there is a dearth of comparative research on L2 WTC, especially between groups with distinct cultural and educational backgrounds. This study synthesises the L2 motivational self system (ideal L2 self and ought-to L2 self) and attitudes…

This study addresses the scarcity of research examining technology's impact on learners of English as a foreign language in English for specific purposes (ESP) courses within English-medium instruction (EMI) programs. Focusing on a business communication course using a social question-answering platform, this study explores the interplay among…

This study compared the effects of computer-mediated (CM) versus pen-and-paper (P&P) writing on written accuracy and feedback processing in tasks written and rewritten collaboratively following a pedagogical treatment in two intact authentic classrooms. The study involved 32 secondary education low-proficiency English-as-a-foreign-language…

This research explores the issues of applying bilingual education in China Panorama Curriculum, with purpose to enhance cross-cultural adaptability of ASEAN students in higher education. Employing questionnaires and interviews with a longitudinal analysis based on factors like age, gender, nationality, and time in China, to investigate the…

This study aimed at identifying the differences between a flipped classroom and a non-flipped classroom instructional model, based on the Self-Determination Theory (SDT). This study employed a mixed-method research approach, using post-tests, questionnaires and focus group interviews during the data collection process. Sixty-one students were the…

Dynamic shifts of language learners' willingness to communicate (WtC) have been investigated in a number of studies with a view to establishing the impact of various cognitive, affective, social and contextual factors. Looking into such influences in the context of a language classroom gives an opportunity to identify variables that might remain…

This study explored participation patterns that East Asian students and non-East Asian students who were native English speakers exhibited a graduate-level American classroom. Through the analysis of video-recorded classroom interactions, class observations, and interviews with selected participants, the study found that the two groups'…

Clickers as electronic response systems allow students to respond instantly to questions. The aim of this study is to compare the effects of using clickers on student participation during different periods of EFL courses. The intervention was implemented in question-response sessions of an EFL course at a secondary school. A quasi-experimental…

The critical importance of second language (L2) input, output, and interaction in TESOL notwithstanding, the decision between immersive (L2-English only) versus nonimmersive approaches is considered "the most fundamental question facing second language acquisition (SLA) researchers, language teachers, and policymakers" (Macaro, 2014, p.…

Using a low-inference observation instrument, we investigated the effect of an ongoing, intensive, and structured virtual professional development (VPD) based on the fidelity of implementation (FOI) across treatment and control conditions in a randomized controlled trial validation study implemented in 116-bilingual classrooms in seven Texas…

This article examines personality and participation in an online intercultural exchange (OIE) between 57 university students in Japan (n = 28) and Taiwan (n = 29). The two-month OIE used Facebook (FB) as the medium of communication. During the online exchange, participants communicated linguistically using English as their common language and…