This edited collection provides a state-of-the art overview of research on willingness to communicate (WTC) in a second and foreign language. In particular, it includes innovative studies seeking to demonstrate the ways in which WTC can be examined within the framework of complex dynamic systems, how the construct is related to self-assessment, reticence and extroversion, and what is signifies in the case of immigrants. Another group of papers is related to the role of technology in fostering WTC in different contexts. The volume also comprises papers that touch on methodological issues in the study of WTC such as experience case sampling, the network approach or the integration of the macro- and micro-perspective. The book will be of values to researchers interested in the study of WTC but will also provide inspiration for students, teachers and materials writers.

Includes a wide range of chapters on EFL learners' willingness to communicate in a second language Presents novel methodological approaches to the study of willingness to communicate Includes quantitative, qualitative, and mixed methods studies on willingness to communicate Explores how culture and technology influence willingness to communicate in a second language

Klappentext

Introduction: Main research directions in the study of L2 WTC.- L2 willingness to communicate as a complex dynamic system.- The willingness to communicate of migrants in an ESL context viewed from a dynamic systems perspective: The influence of past and present language learning experiences.- Building dialogue between cultures: Expats' way of coping in a foreign country and their willingness to communicate in a foreign language.- The link between FL self-assessment and willingness to communicate: A comparative study of Polish and Italian students.- What does students' willingness to communicate or reticence signify to teachers?.- Positive predictive value of extroversion in diagnosing L2 willingness to communicate.- On the effect of using a flipped classroom methodology on Iranian EFL learners' willingness to communicate.- Examining willingness to communicate in English using experience sampling method.- The opportunity to communicate: Introducing a network approach to L2 WTC research.- The Effect of Teachers' Immediacy, Self-Disclosure, and Technology Policy on Developing Students' Willingness to Communicate in Iranian Intermediate EFL Context.- Vocabulary Size as a Predictor of Willingness to Communicate inside the Classroom.- Some Directions for Future Research on Willingness to Communicate.

Inhalt
Introduction: Main research directions in the study of L2 WTC.- L2 willingness to communicate as a complex dynamic system.- The willingness to communicate of migrants in an ESL context viewed from a dynamic systems perspective: The influence of past and present language learning experiences.- Building dialogue between cultures: Expats' way of coping in a foreign country and their willingness to communicate in a foreign language.- The link between FL self-assessment and willingness to communicate: A comparative study of Polish and Italian students.- What does students' willingness to communicate or reticence signify to teachers?.- Positive predictive value of extroversion in diagnosing L2 willingness to communicate.- On the effect of using a flipped classroom methodology on Iranian EFL learners' willingness to communicate.- Examining willingness to communicate in English using experience sampling method.- The opportunity to communicate: Introducing a network approach to L2 WTC research.- The Effect of Teachers' Immediacy, Self-Disclosure, and Technology Policy on Developing Students' Willingness to Communicate in Iranian Intermediate EFL Context.- Vocabulary Size as a Predictor of Willingness to Communicate inside the Classroom.- Some Directions for Future Research on Willingness to Communicate.