Motivation for participation or non-participation in group tasks: A dynamic systems model of task-situated willingness to communicate

To talk or not to talk: A review of situational antecedents of willingness to communicate in the second language classroom

“…This person is commonly termed as the "interlocutor". Previous studies have shown that L2 learners' WTC is influenced by some characteristics of their interlocutors, such as their familiarity with the interlocutors (e.g., Kang, 2005;Riasati, 2012), the interlocutors' participation and cooperation (e.g., Pawlak & Mystkowska-Wiertelak, 2015;Riasati, 2012), as well as other demographic features of the interlocutors (e.g., Cao, 2011;Eddy-U, 2015;Kang, 2005;O'Sullivan, 2002;Pawlak et al, 2016;Riasati, 2012).…”

“…Familiar and cooperative interlocutors reduce learners' fear of speaking a L2; while participatory interlocutors contribute to the discussion, thus making learners feel excited in and responsible for delivering information (Kang, 2005 Cao, 2011;Kang, 2005Kang, , 2006, L2 proficiency (e.g., Cao, 2011;Eddy-U, 2015;Kang, 2005), gender (e.g., Eddy-U, 2015; Riasati, 2012), age (e.g., Riasati, 2012), and appearance (e.g., Kang, 2005), have been found to affect L2 learner's WTC as well, although relevant studies are still limited and the findings are tentative and inconsistent.…”

“…Students prefer topics that they are familiar with and interested in, which reduces the difficulty of the conversation and increases their confidence and WTC accordingly (e.g., Cao, 2011;Kang, 2005; Type of activity. A range of research has found that students' WTC fluctuates across different types of activities (e.g., Cao, 2011;de Saint Léger & Storch, 2009;Eddy-U, 2015;Ghasemi, Kermanshahi & Moharami, 2015;Pawlak et al, 2016;Peng, 2012). Pawlak et al (2016) and Eddy-U (2015) reported that participants enjoyed game-like communicative activities most, while Cao (2011) showed that students preferred group projects.…”

“…Negativity refers to any sort of negative feeling caused by the situation. It covers the lack of confidence or fear of making errors in using a L2 regularly mentioned in the literature (e.g., Cao & Philp, 2006;Eddy-U, 2015;Kang, 2005Kang, , 2006Liu, 2002;Liu & Littlewood, 1997;Riasati, 2012). In contrast to negativity, positivity is suggested as representing the elation elicited by the situation.…”

Expectations and Participation among Drama Students

“…These approaches have the added benefit of fostering agency and critical thinking in students. (Eddy-U, 2015;Weber, 2017;Bowell & Heap, 2005;O'Neill, 1989;O'Connor & O'Connor, 2009;Schaedler, 2010;Freire, 1970Freire, /2017Halx, 2014).…”