Alrabai, F. (2022). Teacher communication and learner willingness to communicate in English as a foreign language: A structural equation modeling approach. Saudi Journal of Language Studies, 2(2), 45-67. https://doi.org/10.1108/SJLS-03-2022-0043
Akkakoson, S. (2016). Speaking anxiety in English conversation classrooms among Thai students. Malaysian Journal of Learning and Instruction, 13(1), 63–82. https://doi.org/10.32890/mjli2016.13.1.4
Ayedoun, E., Hayashi, Y. & Seta, K. (2019). Adding communicative and affective strategies to an embodied conversational agent to enhance second language learners’ willingness to communicate. International Journal of Artificial Intelligence in Education, 29, 29–57. https://doi.org/10.1007/s40593-018-0171-6.
Bergil, A.S. (2016). The influence of willingness to communicate on overall speaking skills among EFL learners. Procedia - Social and Behavioral Sciences, 232, 177 – 187. https://doi.org/10.1016/j.sbspro.2016.10.043
Bergmark, U., & Westman, S. (2018). Student participation within teacher education: Emphasising democratic values, engagement and learning for a future profession. Higher Education Research & Development, 37(7), 1352-1365. https://doi.org/10.1080/07294360.2018.1484708
Bonyadi, A. (2014). The effect of topic selection on EFL students’ writing performance. Sage Open, 4(3), 1-9. https://doi.org/10.1177/2158244014547176
Bui, H. P. & Nguyen, T. T. T. (2022). L2 classroom assessment and learning motivation: insights from secondary school EFL classrooms. IRAL: International Review of Applied Linguistics in Language Teaching, 60(3), 1-26. https://doi.org/10.1515/iral-2022-0020
Cao, Y., & Philp, J. (2006). Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction. System, 34(4), 480-493. https://doi.org/10.1016/j.system.2006.05.002
Cao, Y. (2011). Investigating situational willingness to communicate within second language classroom from an ecological perspective. System, 39, 468–479. https://doi.org/10.1016/j.system.2011.10.016
Debbie, C., & Christine, E. (2007). Teaching speaking and listening: A toolkit for practitioners. Crown Press.
Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publishing.
Davis, L. (2009). The influence of interlocutor proficiency in a paired oral assessment. Language Testing, 26(3), 367-396. https://doi.org/10.1177/0265532209104667
de Saint Léger, D., & Storch, N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37(2), 269–85. https://doi.org/10.1016/j.system.2009.01.001
Dorman, J. P., Fisher, D. L., & Waldrip, B. G. (2006). Learning environments, attitudes, efficiency and perceptions of assessment: A LISREL analysis. In D. L. Fisher, & M. S. Khine (Eds.), Contemporary approaches to research on learning environments (pp. 1–28). World Scientific Publishing.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(1), 3-32. https://doi.org/10.1111/1467-9922.53222
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited (1st ed.). Routledge. https://doi.org/10.4324/9781315779553
Illés, E. & Akcan, S. (2017). Bringing real-life language use into EFL classrooms. ELT Journal, 71(1), 3–12. https://doi.org/10.1093/elt/ccw049
Fallah, N. (2014). Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: a structural equation modelling approach. Learning and Individual Differences, 30, 140-147. https://doi.org/10.1016/j.lindif.2013.12.006
Gao, J, Huang, J (2010) On communicative competence in curriculum design: a comparison of the college English curriculum requirements and the English curriculum standards. Polyglossia, 18, 73–86.
Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Second Language Studies, 20(2), 29-70. http://doi.org/10.17576/gema-2017-1704-10
Hung, B. P. (2019). Impacts of cooperative learning: A qualitative study with EFL students and teachers in Vietnamese colleges. Issues in Educational Research, 29(4), 1223-1240. https://www.iier.org.au/iier29/hung.pdf
Hung, B. P. & Khoa, B. T. (2021). Communication strategies for interaction in social networks: A multilingual perspective. In I. Priyadarshini & R. Sharma (eds.). Artificial intelligence and cybersecurity. Taylor & Francis.
Hung, B. P. & Nguyen, L. T. (2022). Scaffolding language learning in the online classroom. In R. Sharma & D. Sharma (eds.). New trends and applications in Internet of Things (IoT) and big data analytics. Springer.
Huong, L. P. H. & Hung, B. P. (2021). Mediation of digital tools in English learning. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 512-528. https://so04.tci-thaijo.org/index.php/LEARN/article/view/253278/171969
Johnson, D. W., Johnson, R. T., & Shin, T. S. (2014). The relationship between motivation and achievement in interdependent situations. Journal of Applied Social Psychology, 44(9), 622-633. https://doi.org/10.1111/jasp.12280
Kang, S. J. (2005). Dynamic emergence of situational willingness to communicate in a second language. System, 33(2), 277-292. https://doi.org/10.1016/j.system.2004.10.004
Khajavy, G. H., Ghonsooly, B., Fatemi., A. H., & Choi, C. W. (2016). Willingness to Communicate in English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50(1), 154-180. https://doi.org/10.1002/tesq.204
Kim, Y., & McDonough, K. (2008). The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners. Language Teaching Research, 12(2), 211–234. https://doi.org/10.1177/1362168807086288
Kozlowski, S. W. J., & Ilgen, D. R. (2006). Enhancing the Effectiveness of Work Groups and Teams. Psychological Science in the Public Interest, 7(3), 77–124. https://doi.org/10.1111/j.1529-1006.2006.00030.x
Kruk, M. (2019). Changes in self-perceived willingness to communicate during visits to second life: A case study. Language Learning Journal, 49(2), 240-250. https://doi.org/10.1080/09571736.2018.1554692
Lee, W., & Ng, S. (2010). Reducing student reticence through teacher interaction strategy. ELT Journal, 64(3), 302-313. https://doi.org/10.1093/elt/ccp080
Lee, Y., Kinzie, M. B., & Whittaker, J. V. (2012). Impact of online support for teachers’ open-ended questioning in pre-k science activities. Teaching and Teacher Education, 28(4), 568-577. https://doi.org/10.1016/j.tate.2012.01.002
MacIntyre, P. D. (1994). Variables underlying willingness to communicate: A causal analysis. Communication Research Reports, 11(2), 135-142. https://doi.org/10.1080/08824099409359951
MacIntyre, P., Baker, S., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in Second Language Acquisition, 23(3), 369–388. https://doi.org/10.1017/s0272263101003035
MacIntyre, P. D., Dörnyei, Z., Clément, R., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
MacIntyre, P. D., & Doucette, J. (2010). Willingness to communicate and action control. System, 38(2), 161-171. https://doi.org/10.1016/j.system.2009.12.013
MacIntyre, P. D., & Wang, L. (2021). Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC. Language Teaching Research, 25(6), 878–898. https://doi.org/10.1177/13621688211004645
Mesgarshahr, A. & Abdollahzadeh, E. (2014). The impact of teaching communication strategies on EFL learners’ willingness to communicate. Studies in Second Language Learning and Teaching, 4(1), 51-76. https://doi.org/10.14746/ssllt.2014.4.1.4
Myers, S. A., & Martin, M. M. (2018), Instructor credibility. In M. L. Houser, & A. M. Hosek (Ed.), Handbook of interpersonal communication: Rhetorical and relational perspectives (pp. 38-5). Routledge.
Park, C. C. (2000). Learning style preferences of Southeast Asian students. Urban Education, 35(3), 245–268. https://doi.org/10.1177/0042085900353002
Peng, J.-E., & Woodrow, L. (2010) Willingness to communicate in English: A model in the Chinese EFL classroom context. Language Learning, 60(4), 834-876. http://dx.doi.org/10.1111/j.1467-9922.2010.00576.x
Riasati, M.J. (2018). Willingness to speak English among foreign language learners: a causal model. Cogent Education, 5(1), 1-17. https://doi.org/10.1080/2331186X.2018.1455332
Shi, L., Baker, A., & Chen, H. (2019). Chinese EFL teachers’ cognition about the effectiveness of genre pedagogy: A case study. RELC Journal, 50(2), 314-332. https://doi.org/10.1177/0033688217716506
Thanh, P. T. H., & Gillies, R. (2010). Designing a culturally appropriate format of formative peer assessment for Asian students: The case of Vietnamese students. International Journal of Educational Reform, 19(2), 72–85. https://doi.org/10.1177/105678791001900201
van de Pol, J., Mercer, N., & Volman, M. (2019). Scaffolding student understanding in small-group work: Students’ uptake of teacher support in subsequent small-group interaction. Journal of the Learning Sciences, 28(2), 206-239. https://doi.org/10.1080/10508406.2018.1522258
Vongsila, V. & Reinders, H. (2016). Making Asian learners talk: Encouraging willingness to communicate. RELC Journal, 47(3), 331-347. https://doi.org/10.1177/0033688216645641
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Wang, X. (2021). Cognitive and affective learning in English as a foreign language/English as a second language instructional-learning contexts: Does teacher immediacy matter? Frontiers in Psychology, 12, 759784. https://doi.org/10.3389/fpsyg.2021.759784
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66. https://doi.org/10.1111/1540-4781.00136
Yashima, T., MacIntyre, P. D., & Ikeda, M. (2018). Situated willingness to communicate in an L2: Interplay of individual characteristics and context. Language Teaching Research, 22(1), 115–137. https://doi.org/10.1177/1362168816657851
Zarrinabadi, N. (2014). Communicating in a second language: Investigating the effect of teacher on learners’ willingness to communicate. System, 42, 288–295. http://dx.doi.org/10.1016/j.system.2013.12.01
Zhong, Q. M. (2013). Understanding Chinese learners' willing to communicate in a New Zealand ESL classroom: A multiple case study drawing on the theory of planned behavior. System, 41(3), 740–751. https://doi.org/10.1016/j.system.2013.08.001