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Computer Assisted Language Learning Volume 35, 2022 - Issue 1-2
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Articles

Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: the case of two advanced learners of English

Mariusz KrukUniversity of Zielona Góra, Zielona Góra, PolandCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-5297-1966View further author information
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Pages 190-216 | Published online: 22 Oct 2019

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Artem Zadorozhnyy & Ju Seong Lee. (2023) Informal Digital Learning of English and willingness to communicate in a second language: self-efficacy beliefs as a mediator. Computer Assisted Language Learning 0:0, pages 1-21.
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Elias Bensalem, Amy S. Thompson & Fahad Alenazi. (2023) The role of grit and enjoyment in EFL learners’ willingness to communicate in Saudi Arabia and Morocco: a cross-cultural study. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Ringphami Shimray & Thinley Wangdi. (2023) Boredom in online foreign language classrooms: Antecedents and solutions from students’ perspective. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Watcharapol Wiboolyasarin, Nattawut Jinowat, Kanokpan Wiboolyasarin & Ruedee Kamonsawad. (2023) Digital school or online game? Factors determining 3D virtual worlds in language classrooms for pre-service teachers. Interactive Learning Environments 0:0, pages 1-18.
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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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Lawrence Jun Zhang, Abdulbaset Saeedian & Jalil Fathi. (2022) Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Mirosław Pawlak, Nourollah Zarrinabadi & Mariusz Kruk. (2022) Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Ju Seong Lee. (2022) The role of grit and classroom enjoyment in EFL learners’ willingness to communicate. Journal of Multilingual and Multicultural Development 43:5, pages 452-468.
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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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Chengchen Li, Lawrence Jun Zhang & Guiying Jiang. (2021) Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students. Journal of Multilingual and Multicultural Development 0:0, pages 1-15.
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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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Guoxing Lan, Xian Zhao & Man Gong. (2023) Motivational intensity and willingness to communicate in L2 learning: A moderated mediation model of enjoyment, boredom, and shyness. System 117, pages 103116.
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Mehdi Solhi. (2023) Do L2 Teacher Support and Peer Support Predict L2 Speaking Motivation in Online Classes?. The Asia-Pacific Education Researcher.
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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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Art Tsang & Ju Seong Lee. (2023) The making of proficient young FL speakers: The role of emotions, speaking motivation, and spoken input beyond the classroom. System 115, pages 103047.
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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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Jalil Fathi, Mirosław Pawlak, Mariusz Kruk & Milad Naderi. (2023) Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment. Language Teaching Research.
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Xian Zhao, Guoxing Lan & Tianxu Chen. (2023) Motivational intensity and self-perceived Chinese language proficiency: A moderated mediation model of L2 enjoyment and boredom. Language Teaching Research.
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Mirosław Pawlak, Mehdi Solhi, Majid Elahi Shirvan, Mariusz Kruk & Tahereh Taherian. (2023) Revisiting after-class boredom via exploratory structural equation modeling. International Review of Applied Linguistics in Language Teaching 0:0.
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Anju Zhou. (2023) Investigating the impact of online language exchanges on second language speaking and willingness to communicate of Chinese EFL learners: a mixed methods study. Frontiers in Psychology 14.
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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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Joanna Zawodniak, Mariusz Kruk & Mirosław Pawlak. (2021) Boredom as an Aversive Emotion Experienced by English Majors. RELC Journal 54:1, pages 22-36.
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Chengchen Li, Jean-Marc Dewaele & Yanhong Hu. (2023) Foreign language learning boredom: Conceptualization and measurement. Applied Linguistics Review 14:2, pages 223-249.
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Wang Jian & Zhang Tengyao. (2023) Longitudinal Study of Foreign Language Boredom Experienced by English Major Students in a Blended English Reading Course. Journal of Contemporary Language Research 2:1, pages 1-8.
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Sieu Khai Luong & Chau Thi Hoang Hoa. 2023. Multidisciplinary Applications of Computer-Mediated Communication. Multidisciplinary Applications of Computer-Mediated Communication 51 66 .
Feifei Wang, Jia Guo & Guoyu Yang. (2023) Study on positive psychology from 1999 to 2021: A bibliometric analysis. Frontiers in Psychology 14.
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Jinling Li. (2023) Exploring Foreign Language Learning Boredom in EFL Class among Primary Students in China. Journal of Education, Humanities and Social Sciences 8, pages 2362-2366.
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Chunping Zheng, Miao Yu, Zhiyan Guo, Hanyong Liu, Mengya Gao & Ching Sing Chai. (2023) Review of the application of virtual reality in language education from 2010 to 2020. Journal of China Computer-Assisted Language Learning 2:2, pages 299-335.
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Yongliang Wang. (2023) Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic. Current Psychology.
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Mehmet Sak. (2022) Dynamicity of language teacher motivation in online EFL classes. System 111, pages 102948.
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Xiangping Fan. (2022) The development of EFL Learners’ willingness to communicate and self-efficacy: The role of flipped learning approach with the use of social media. Frontiers in Psychology 13.
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Hongzhi Yang, Linda Tsung & Lu Cao. (2022) The Use of Communication Strategies by Second Language Learners of Chinese in a Virtual Reality Learning Environment. SAGE Open 12:4, pages 215824402211418.
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Chengchen Li & Ye Han. (2022) Learner-internal and learner-external factors for boredom amongst Chinese university EFL students. Applied Linguistics Review 0:0.
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Weihua Yu, Hanwei Wu & Wanzhu Zhao. (2022) A qualitative analysis of control-value appraisals, positive achievement emotions, and EFL performance in a Chinese senior high school context. Frontiers in Psychology 13.
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Minqi Wang, Hui Wang & Yan Shi. (2022) The role of English as a foreign language learners’ grit and foreign language anxiety in their willingness to communicate: Theoretical perspectives. Frontiers in Psychology 13.
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Zheng Li, Bing Li, Xinglong Wang & Ling Zhen. (2022) Clustering perceived learning environment as antecedents of willingness to communicate in a second language. Language Teaching Research, pages 136216882211226.
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Jean-Marc Dewaele, Elouise Botes & Samuel Greiff. (2022) Sources and effects of foreign language enjoyment, anxiety, and boredom: A structural equation modeling approach. Studies in Second Language Acquisition, pages 1-19.
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Hua Wang, Yong Xu, Hongwen Song, Tianxin Mao, Yan Huang, Sihua Xu, Xiaochu Zhang & Hengyi Rao. (2022) State Boredom Partially Accounts for Gender Differences in Novel Lexicon Learning. Frontiers in Psychology 13.
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Chengchen Li, Jean-Marc Dewaele, Mirosław Pawlak & Mariusz Kruk. (2022) Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China. Language Teaching Research, pages 136216882211116.
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Mariusz Kruk, Mirosław Pawlak, Majid Elahi Shirvan & Mojdeh Shahnama. (2022) The emergence of boredom in an online language class: An ecological perspective. System 107, pages 102803.
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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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Mirosław Pawlak, Mariusz Kruk, Joanna Zawodniak & Sławomir Pasikowski. (2022) Examining the underlying structure of after-class boredom experienced by English majors. System 106, pages 102769.
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Chengchen Li. (2022) Foreign language learning boredom and enjoyment: The effects of learner variables and teacher variables. Language Teaching Research, pages 136216882210903.
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Mariusz Kruk, Mirosław Pawlak, Majid Elahi Shirvan, Tahereh Taherian & Elham Yazdanmehr. (2022) A longitudinal study of foreign language enjoyment and boredom: A latent growth curve modeling. Language Teaching Research, pages 136216882210823.
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Chengchen Li & Li Wei. (2022) Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement?. Studies in Second Language Acquisition, pages 1-16.
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Wen Qin. (2022) EFL Teachers’ Immediacy and Professional Commitment on Students’ Boredom: A Review of Literature. Frontiers in Psychology 12.
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Xin Wang & Chenguang Huang. (2022) Conceptualization and Measurement of Flow in a Chinese Blended English as a Foreign Language Learning Context. Frontiers in Psychology 13.
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Qiangfu Yu. (2022) A Review of Foreign Language Learners’ Emotions. Frontiers in Psychology 12.
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建 王. (2022) An Overview of the Empirical Research on Foreign Language Learning Boredom (from 2013 to 2022). Advances in Social Sciences 11:10, pages 4199-4209.
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Shaidatul Akma Adi Kasuma, Ayuni Akhiar, Haeza Haron, Sharifah Nur Hamizah Syed Fesal & Nor Fazliyaton Abdul Kadir. (2021) University Students’ Perceptions of Motivation, Attitude, and Self-Efficacy in Online English Language Learning. Pertanika Journal of Social Sciences and Humanities 29:4, pages 2763-2784.
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Mariusz Kruk. (2021) Motivational dynamics in learning English in Second Life. ELT Journal.
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Elham Yazdanmehr, Majid Elahi Shirvan & Khatereh Saghafi. (2021) A process tracing study of the dynamic patterns of boredom in an online L3 course of German during COVID‐19 pandemic. Foreign Language Annals 54:3, pages 714-739.
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Yongliang Wang, Ali Derakhshan & Lawrence Jun Zhang. (2021) Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions. Frontiers in Psychology 12.
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CHENGCHEN LI. (2021) A Control–Value Theory Approach to Boredom in English Classes Among University Students in China. The Modern Language Journal 105:1, pages 317-334.
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