Situated willingness to communicate in an L2: Interplay of individual characteristics and context

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Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings (2019, background): “To date, the topic of L2 WTC has been extensively examined from individual traitlike (Yashima, 2002), contextual state-like (Lefkowitz & Hedgcock, 2002), and situated and dynamic perspectives (Yashima et al., 2018).”
The Effect of Classroom Emotions, Attitudes Toward English, and Teacher Behavior on Willingness to Communicate Among English Foreign Language Learners (2019, result): “The strongest negative predictor of WTC was FLCA, explaining 30% of variance, confirming previous research (Dewaele & Dewaele, 2018; Joe, Hiver, & AlHoorie, 2017; Khajavy et al., 2018; MacIntyre & Doucette, 2010; Yashima et al., 2018).”
The relationship between second language competence and willingness to communicate: the moderating effect of foreign language anxiety (2020, background): “…to explore and validate individual and situational factors that potentially affect L2 WTC, particularly those factors proposed in the multi-layered WTC model (Cao, 2014; Dewaele, 2019; Hashimoto, 2002; MacIntyre, Cl é ment, Dornyei, and Noels, 1998; Peng, 2010; Yashima, MacIntyre, and Lketa, 2018).”