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Citations (40)
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Ali Soyoof. (2023) Iranian EFL students’ perception of willingness to communicate in an extramural digital context. Interactive Learning Environments 31:9, pages 5922-5939.
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Mehmet Sercan Uztosun & Muhammed Kök. (2023) L2 skill-specific anxiety and communication apprehension: the role of extramural English in the Turkish context. Innovation in Language Learning and Teaching 0:0, pages 1-15.
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Ali Soyoof, Barry Lee Reynolds, Boris Vazquez-Calvo & Katherine McLay. (2023) Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come. Computer Assisted Language Learning 36:4, pages 608-640.
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Tzu-Yu Tai & Howard Hao-Jan Chen. (2023) The impact of Google Assistant on adolescent EFL learners’ willingness to communicate. Interactive Learning Environments 31:3, pages 1485-1502.
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Ju Seong Lee & Ying Lu. (2023) L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts. Computer Assisted Language Learning 36:1-2, pages 126-148.
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Saman Ebadi & Marjan Ebadijalal. (2022) The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency. Computer Assisted Language Learning 35:8, pages 1975-2000.
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Yue Zhang & Guangxiang Liu. (2022) Revisiting informal digital learning of English (IDLE): a structural equation modeling approach in a university EFL context. Computer Assisted Language Learning 0:0, pages 1-33.
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Xiang Shen, Chunhui Hao & Jian-E Peng. (2022) Promoting EFL learners’ willingness to communicate through transmediation in a digital storytelling workshop. Journal of Multilingual and Multicultural Development 0:0, pages 1-18.
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Ju Seong Lee & Tim Taylor. (2022) Positive psychology constructs and Extramural English as predictors of primary school students’ willingness to communicate. Journal of Multilingual and Multicultural Development 0:0, pages 1-19.
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Tzu-Yu Tai & Howard Hao-Jan Chen. (2022) The impact of intelligent personal assistants on adolescent EFL learners’ speaking proficiency. Computer Assisted Language Learning 0:0, pages 1-28.
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Masoud Rahimi & Jalil Fathi. (2022) Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners. Computer Assisted Language Learning 0:0, pages 1-37.
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Fakieh Alrabai. (2022) Modeling the relationship between classroom emotions, motivation, and learner willingness to communicate in EFL: applying a holistic approach of positive psychology in SLA research. Journal of Multilingual and Multicultural Development 0:0, pages 1-19.
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Ju Seong Lee, Liss Kerstin Sylvén & Kilryoung Lee. (2021) Cross-cultural insights into Korean and Swedish secondary school students’ willingness to communicate in a second language. Journal of Multilingual and Multicultural Development 42:6, pages 522-536.
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Ju Seong Lee, Qin Xie & Kilryoung Lee. (2021) Informal digital learning of English and L2 willingness to communicate: roles of emotions, gender, and educational stage. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Herri Mulyono & Regitha Saskia. (2021) Affective variables contributing to Indonesian EFL students’ willingness to communicate within face-to-face and digital environments. Cogent Education 8:1.
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Herri Mulyono, Regitha Saskia, Vista Sulaim Arrummaiza & Gunawan Suryoputro. (2020) Psychometric assessment of an instrument evaluating the effects of affective variables on students’ WTC in face-to-face and digital environment. Cogent Psychology 7:1.
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Articles from other publishers (24)
Tzu-Yu Tai. (2024) Comparing the effects of intelligent personal assistant-human and human-human interactions on EFL learners’ willingness to communicate beyond the classroom. Computers & Education 210, pages 104965.
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Fei Lei, Xinjie Chen & Xitao Fan. (2023) Linking motivation and willingness to communicate in online L3 learning context: The influence of emotions and perceived positive language interaction. International Journal of Applied Linguistics.
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Huiling Ma, Lilliati Ismail, Nooreen Noordin & Abu Bakar Razali. (2023) Bibliometric analysis of willingness to communicate in the English as a second language (ESL) context. Humanities and Social Sciences Communications 10:1.
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Xinyi Guo & Ju Seong Lee. (2023) A systematic review of Informal Digital Learning of English: An ecological systems theory perspective. System 117, pages 103097.
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Seunghee Jin. (2023) Speaking proficiency and affective effects in EFL: Vlogging as a social media‐integrated activity. British Journal of Educational Technology.
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Xiaodong Zhang. (2023) Exploring Academically Transitioning Students’ Ongoing Experiences with Textbook-Based Learning: A Semester-Long Study. Journal of Psycholinguistic Research 52:4, pages 1061-1075.
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Melike BOZCA & Didem KOBAN KOÇ. (2023) EFL learners’ willingness to communicate in speaking activities in online and face-to-face English lessons in Turkish context. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi.
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Tahereh Taherian, Majid Elahi Shirvan, Elham Yazdanmehr, Mariusz Kruk & Mirosław Pawlak. (2023) A Longitudinal Analysis of Informal Digital Learning of English, Willingness to Communicate and Foreign Language Boredom: A Latent Change Score Mediation Model. The Asia-Pacific Education Researcher.
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Hye Won Shin & Sarah Sok. (2023) Student satisfaction and perceived learning in an online second language learning environment: A replication of Gray and DiLoreto (2016). ReCALL 35:2, pages 160-177.
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Shahin Nematizadeh & Yiqian (Katherine) Cao. (2023) Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication. International Review of Applied Linguistics in Language Teaching 0:0.
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Xiang Shen, Xunbing Shen & Jian-E Peng. (2023) Digital Storytelling: A Literacy-Building Tool to Promote Willingness to Communicate in a Second Language. RELC Journal, pages 003368822311574.
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Wenxiao Yan. (2023) An introduction to process tracing as an innovative qualitative research method to explore affective variables in SLA. Frontiers in Psychology 13.
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Sibylle Gruber. 2022. Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication. Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication
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Miaoyan Lu. (2022) A review of the idiodynamic method as an emerging research method for the investigation of affective variables in second language acquisition. Frontiers in Psychology 13.
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Mengzhong Wang. (2022) The need for social network analysis for the investigation of affective variables in second language acquisition. Frontiers in Psychology 13.
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Sean Grant. (2022) The Influence of Contextual and Motivational Variables on Willingness to Communicate in Fully Online EFL Programmes. International Journal of Computer-Assisted Language Learning and Teaching 12:2, pages 1-17.
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Fakieh Alrabai. (2022) Teacher communication and learner willingness to communicate in English as a foreign language: a structural equation modeling approach. Saudi Journal of Language Studies 2:2, pages 45-67.
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Esmat Shamsi & Hossein Bozorgian. (2021) A review of empirical studies of social media on language learners’ willingness to communicate. Education and Information Technologies 27:4, pages 4473-4499.
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Amelia Yarwood & Phillip A. Bennett. 2022. Transferring Language Learning and Teaching From Face-to-Face to Online Settings. Transferring Language Learning and Teaching From Face-to-Face to Online Settings
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Wei Wei & Yiqian (Katherine) Cao. (2021) Willing, Silent or Forced Participation? Insights from English for Academic Purposes Classrooms. RELC Journal, pages 003368822110666.
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Elvira Barrios & Irene Acosta-Manzano. (2021) Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain. Language Teaching Research, pages 136216882110540.
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Ruofei Zhang, Di Zou, Gary Cheng, Haoran Xie, Fu Lee Wang & Oliver Tat Sheung Au. (2021) Target languages, types of activities, engagement, and effectiveness of extramural language learning. PLOS ONE 16:6, pages e0253431.
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Ju Seong Lee & Kilryoung Lee. (2020) The role of informal digital learning of English and L2 motivational self system in foreign language enjoyment. British Journal of Educational Technology 52:1, pages 358-373.
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Leila Ghalani & Pantea Pahlavani. (2019) Iranian EFL Learners’ Social Intelligence (SI) and Willingness to Communicate (WTC): The Relationship and Difference across Gender. International Journal of Research in English Education 4:3, pages 55-69.
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