Willingness to Communicate in an L2 and Integrative Motivation among College Students in an Intensive English Language Program in China

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To talk or not to talk : a review of situational antecedents of willingness to communicate in the second language classroom. (2018, background): “Class cohesiveness has been suggested to contribute to higher WTC and better performance in class (e.g., Dörnyei & Kormos, 2000; Khajavy, Ghonsooly, HosseiniFatemi & Choi, 2014; Peng, 2007b; Wen & Clément, 2003).”
Willingness to communicate of EFL learners in Turkish context (2015, background): “Further research into WTC has also been conducted in Japan (Hashimoto, 2002; Yashima, 2002; Yashima, Zenuk-Nishide, & Shimizu, 2004); in China (Peng, 2007; Xie, 2011); in Iran (Baghaei et al.”
Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modeling approach (2014, unknown): “…been studied extensively in different ESL (English as a second language) contexts (e.g., Cao & Philp, 2006; Clément, Baker, & MacIntyre, 2003; MacIntyre, Babin, & Clément, 1999; MacIntyre, Baker, Clément, & Conrod, 2001; MacIntyre, Baker, Clément, & Donovan, 2002, 2003; Peng, 2007, to name a few).”