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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

<p style="text-align:justify;">Previous research on willingness to communicate (Henceforth WTC) has shown that several teacher factors can affect learners’ WTC. However, the effect of teachers’ perceptions of learners’ WTC on teachers’ communicative and instructional behavior has remained understudied. This study aimed to examine how teachers’ perceptions of learners’ WTC affected the frequency and method of their turn allocations. The in-depth study was conducted with three teachers in Iran over a period of one semester. Qualitative data were obtained from observations, audio and video recordings of classroom interaction, and interviews with teachers. Analysis revealed that teachers gave more voluntary turns to those whom they perceived to have a higher level of WTC. Also, the method of turn allocation was different for such students. These findings are important because they can raise awareness among teachers and enable them to ensure all learners are given opportunities to participate.</p>

ltrq.2022.30.04.pdf

Original Research 

ltrq.2022.30.04.xml

How Teachers’ Perceptions of Learners’ Willingness to Communicate Affect Frequency and Method of Turn Allocation

<p style="text-align:justify;">Over the past three decades, the role of written corrective feedback in improving L2 writing has been controversial. Although, a considerable amount of research has investigated WCF from a range of perspectives, limitations in the research design of many studies call into question the validity of their findings, thereby reducing their generalizability. This paper aims to further WCF research by investigating these limitations and offering suggestions for possible research designs, identifying key contextual variables and target structures, considering the roles of explicit and implicit knowledge, individual differences, and teachers’ WCF proficiency levels and WCF beliefs.</p>

Written Corrective Feedback: The Road Ahead

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