Learners' Perceptions and Attitudes: Implications for Willingness to Communicate in an L2 Classroom.

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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): “We found only three relatively larger-scale, longer-term longitudinal studies (de Saint Léger & Storch, 2009; MacIntyre et al., 2011; Zarrinabadi, 2014).”
Willingness to communicate and action control (2010, background): “WTC can be conceptualized to reflect individual differences in a stable disposition toward communication, or vary from situation to situation, and even moment to moment (MacIntyre et al., 1998; Saint Léger and Storch, 2009).”
Situated willingness to communicate in an L2: Interplay of individual characteristics and context (2018, background): “In response to MacIntyre’s (2007) call for more studies on situated WTC, many researchers have revealed a number of psychological and contextual influences on WTC emergent in classrooms (e.g. Cao, 2011, 2014; de Saint Légar & Storch, 2009; MacIntyre, Burns, & Jessome, 2011; Peng, 2012).”
Investigating the nature of classroom willingness to communicate (WTC): A micro-perspective (2016, background): “Another glimpse at factors that shape classroom WTC was offered by De Saint Léger and Storch (2009), who explored the ways in which students’ perceptions of their speaking skills, contributions they made to in-class oral activities, and attitudes towards these activities affected their WTC. Detailed”