Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context.

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Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC (2021, background): “Khajavy et al. (2016) found classroom factors such as teacher support, student cohesiveness, and task orientation were the strongest influences on learner WTC in the Iranian ESL (English as a second language) classrooms for included in their study.”
To talk or not to talk : a review of situational antecedents of willingness to communicate in the second language classroom. (2018, background): “…Korean physician in the US Longitudinal (13 months) Observation in various situations Informal conversation Interlocutor: native or non-native speaker Insecurity Khajavy et al. (2014) 243 English-major students in Iran Cross-sectional Questionnaire Teacher support Student cohesiveness Task…”
ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE (2017, background): “, 2012; Peng, 2015; Yashima, 2002), and attitudes (Khajavy et al., 2016; Yashima, 2002).”
The relationship between second language competence and willingness to communicate: the moderating effect of foreign language anxiety (2020, background): “The validity of using standardised test results as the objective indicator of language competence has been proved in previous studies (Khajavy et al. 2014; Yashima, MacIntyre, and Lketa 2018).”