Language Teaching Research Quarterly

This study investigates the dynamic nature of second language willingness to communicate (L2WTC) exploring the numerous factors that contribute to the construct. Drawing upon the sociocognitive perspective, we analyzed the environmental, individual, and linguistic factors that influence the development of L2WTC in an Iranian language learning context. Data were collected through interviews, stimulated-recall sessions, journal keeping, and observations from an intact class of five students. The environmental factors identified throughout the analysis stage were interlocutor familiarity, topic, teacher influence, task type, discussion dynamics, and family dynamics. The individual factors that were found to play a role in the development of L2WTC included anxiety, motivation, self-confidence, security, shyness, perfectionism, perceived need for the target language use, cultural identity, personality, interest in the topic, fear of failure, seeking validation, cultural adaptation, and emotional state. Finally, perceived and actual linguistic competence were among the linguistic factors that influenced L2WTC. Overall, the findings of this study confirmed that L2WTC is a multifaceted complex system that is constantly reacting to environmental changes.