Willingness to communicate and action control

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The Effect of Classroom Emotions, Attitudes Toward English, and Teacher Behavior on Willingness to Communicate Among English Foreign Language Learners (2019, background): “…standing ns Perceived competence + + Actual competence + Motivation + Classroom environment + + + FLCA - - - Social FLE + + + Private FLE ns + Volatility - Age + Gender ns + PW: D&D: Dewaele & Dewaele (2018); M&D: MacIntyre & Doucette (2010); KMV: Khajavy et al. (2017); JH&A: Joe et al. (2017).”
To talk or not to talk : a review of situational antecedents of willingness to communicate in the second language classroom. (2018, background): “Authors like MacIntyre (e.g., MacIntyre, 2012; MacIntyre & Doucette, 2010) have suggested switching the focus from the trait characteristics of WTC to its dynamic components in order to gain a more comprehensive understanding of the communication generation process.”
The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: a multiple case study (2019, background): “The study also confirms the view that WTC emerges dynamically in a conversation situation (Cao, 2011; Dewaele & Dewaele, 2018, 2019; Joe et al., 2017; Khajavy, et al., 2017; MacIntyre et al., 1998, MacIntyre & Doucette, 2010).”