Many researchers have studied the various affective variables which influence the use of the target language. Willingness to communicate is often regarded to be main causes of the frequency of L2 use. At first, the concept and importance of willingness to communicate is illustrated. Next, the essay argues about the personality-based variables underlying willingness. Finally, the correlation of the personality-based variables will be illustrated. The purpose of this essay is to make a literature of willingness to communicate and provide a theoretical support on the further research on willingness to communicate.

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In this study, I mainly examine the effectiveness of group-based self-assessment of exam review with regard to improvement in comprehension. Furthermore, I also examined students' perception of this method. Some students worked collaboratively to review an exam through group-based formative assessment activity, while the other students reviewed the exam without the group-based formative assessment activity. All of them retook the exam with the same content with scrambled response options. The result shows that students exposed to the group-based formative assessment method demonstrated an improvement of over 10% in their test scores, whereas scores for students in the control group (class two) improved by only 2.4%. In other words, students subjected to the group-based formative assessment method performed significantly better than the control class. The results of the student survey also favored the group-based formative assessment activity.