All Journals

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;">It has been widely argued that willingness to communicate (WTC) in a second language (L2) is a dual construct of the learner’s trait and state. This study aimed to explore the relationships between trait-level antecedents (students’ demographic features) and their L2 WTC. A sample of 1502 university students was recruited to participate in this study. Data of their age, gender, family socioeconomic status (SES) were collected. A questionnaire of L2 WTC was adopted to measure the participants’ WTC in meaning-focused activities and WTC in form-focused activities. A path model was tested via structural equation modeling and significant relationships between student demographic features (age, gender and SES) and L2 WTC were observed. The major findings were: 1) male students had higher WTC in meaning-focused activities, but female students showed higher WTC in form-focused activities, 2) student age was negatively related to WTC in meaning-focused activities, and 3) students SES positively predicted WTC in meaning-focused activities. Implications for L2 instruction in tertiary education were also discussed.</p>

ltrq.2022.30.02.pdf

Original Research 

ltrq.2022.30.02.xml

Individual Differences and Willingness to Communicate in Second Language: The Role of Student Age, Gender and Socioeconomic Status

<p style="text-align:justify;">This study is a narrative inquiry of willingness to communicate (WTC) in students who are learning speaking in English-as-a-foreign-language (EFL) in a teachers’ university in China. Through a narrative analysis of the qualitative data collected via a series of one-to-one interviews, it aims to reveal, from the learner’s perspective and in relation to WTC, the factors that influence the development of EFL speaking ability. The study shows that the six identified factors that are inductive to the learner’s success in learning spoken English are closely related to the learner’s WTC on the six corresponding layers of WTC. The relationships between those factors and WTC are fluid, dynamic and contextualised. Although the learner’s success in learning is generally dependent on their performance in the activities afforded in the program, their learning in a given activity is contingent on the ways those factors actually relate and operate.</p>

WTC and Learning to Speak in English: A Narrative Inquiry

ltrq.2018.07.07.xml