Willingness to Communicate in English Among Iranian Non–English Major University Students

By B. Ghonsooly, Gholam Hassan Khajavy, Seyyedeh Fatemeh Asadpour. 2012

178 citations recorded by the source corpus.

Subfields: Communication, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/a637b3d404975f5a2aeb94f0dc88e083df40ffd9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. Nasser Fallah
2. B. Ghonsooly
3. P. Macintyre
4. Gholam Hassan Khajavy

In Language and Linguistics

1. Lanxi Wang
2. Nasser Fallah
3. Gholam Hassan Khajavy
4. P. Macintyre
5. B. Ghonsooly
6. Mehmet Demirezen
7. Jafar Pourfeiz
8. Hüseyin Öz

In Literature and Literary Theory

1. Nasser Fallah
2. Gholam Hassan Khajavy
3. P. Macintyre
4. Lanxi Wang
5. Mehmet Demirezen
6. Jafar Pourfeiz
7. B. Ghonsooly
8. Charles Choi

Citations in the corpus

• Willingness to communicate of EFL learners in Turkish context (2015, background): “These results were similar to the findings of other studies (Ghonsooly et al., 2012; Kim, 2009; Yashima, 2002; Yu, 2008) that found an insignificant direct path from motivation to L2WTC.”
• Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context. (2016, background): “, 1998) and previous empirical studies (Cetinkaya, 2005; Ghonsooly et al., 2012; Peng & Woodrow, 2010; Yashima, 2002), we hypothesize a path from communication confidence to L2WTC.”
• The role of grit and classroom enjoyment in EFL learners’ willingness to communicate (2020, unknown): “Since the mid-1990s, SLA researchers have consistently undertaken a similar line of investigation, with a particular focus on the internal (trait-like) nature of L2 WTC (Fallah 2014; Lee, Sylvén, and Lee 2020; MacIntyre et al. 2003; MacIn-tyre and Charos 1996; Yashima 2009).”
• Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modeling approach (2014, methodology): “The scales had been utilized previously in EFL context (e.g., BektasCetinkaya, 2009; Chu, 2008; Ghonsooly et al., 2012; Yashima, 2002; Yu, 2009).”
• ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE (2017, unknown): “, 2016; Peng &Woodrow, 2010), international posture (Ghonsooly et al., 2012; Peng, 2015; Yashima, 2002), and attitudes (Khajavy et al.”
• Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC (2021, background): “The motivation studies show that having positive attitudes toward the language and the people who speak it support both a motivation to learn and WTC (Ghonsooly et al., 2012).”