Investigating the nature of classroom willingness to communicate (WTC): A micro-perspective

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Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English (2020, methodology): “Such an approach is in the spirit of employing the micro-perspective and has typically been adopted in previous research (e.g. Pawlak, 2012; Pawlak et al., 2016; Mystkowska-Wiertelak & Pawlak, 2017).”
To talk or not to talk : a review of situational antecedents of willingness to communicate in the second language classroom. (2018, background): “are also reported by Pawlak, Mystkowska-Wiertelak, and their colleagues (MystkowskaWiertelak, 2016; Mystkowska-Wiertelak & Pawlak, 2017; Pawlak & Mystkowska-Wiertelak, 2015; Pawlak et al., 2016), they are not commonly reported situation cues and existing findings are markedly inconsistent.”