Amirian, Z., Karamifar, Z., & Youhanaee, M. (2020). Structural equation modeling of EFL learners’ willingness to communicate and their cognitive and personality traits. Applied Research on English Language, 9(1), 103-136. https://doi.org/10.22108/ARE.2019.116248.1451
Aoumeur, H. (2017). The impact of class size on teaching and learning English as a
foreign language: The case of the department of English at Abdelhamid Ibn Badis University. Arab World English Journal, 8(2). https://doi.org/10.24093/awej/vol8no2.25
Aubrey, S. C. (2010). Influences on Japanese students’ willingness to communicate across three different sized EFL classes. (Unpublished doctoral dissertation). The University of Auckland, New Zealand.
Báez Dueñas, L. T., & Chacón Vargas, L. M. (2013). Student-teachers’ teaching techniques: Actors in pupils’ extrinsic motivation as they speak. Profile Issues in Teachers` Professional Development, 15(2), 69-84.
Bagheri, M., & Zenouzagh, Z. M. (2021). Comparative study of the effect of face-to-face and computer mediated conversation modalities on student engagement: speaking skill in focus. Asian-Pacific Journal of Second and Foreign Language Education, 6(1), 1-23. https://doi.org/10.1186/s40862-020-00103-0
Berg, B. L. (2004). Qualitative Research Methods for the Social Sciences. Allyn & Bacon.
Bernales, C. (2016). Towards a comprehensive concept of willingness to communicate: Learners’ predicted and self-reported participation in the foreign language classroom. System, 56, 1-12. https://doi.org/10.1016/j.system.2015.11.002
Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford publications.
Cao, Y. (2011). Investigating situational willingness to communicate within second language classrooms from an ecological perspective. System, 39(4), 468-479. https://doi.org/10.1016/j.system.2011.10.016
Cao, Y. (2013). Exploring dynamism in willingness to communicate: A longitudinal case study. Australian Review of Applied Linguistics, 36(2), 160-176. https://doi.org/10.1075/aral.36.2.03cao
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
Chambers, G. (2013). The target language revisited. Teaching and Teacher Education, 36, 44-54.
Dewaele, J. M. (2019). The effect of classroom emotions, attitudes toward English, and teacher behavior on willingness to communicate among English Foreign Language Learners. Journal of Language and Social Psychology, 38(4), 523-535.
Dhillon, S., & Murray, N. (2021). An investigation of EAP teachers’ views and experiences of e-learning technology. Education Sciences, 11(2), 54. https://doi.org/10.3390/educsci11020054
Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing. Routledge.
Eddy-U, M. (2015). Motivation for participation or non-participation in group tasks: A dynamic systems model of task-situated willingness to communicate. System, 50, 43-55. https://doi.org/10.1016/J.SYSTEM.2015.03.005
Ferrando, P. J. (2009). Multidimensional Factor-Analysis-Based Procedures for Assessing Scalability in Personality Measurement. Structural Equation Modeling, 16, 10-133.
Fornell, C. G. (1982). A second generation of multivariate analysis: An overview. In C. Fornell (Eds.), A second generation of multivariate analysis (pp. 1-21). Praeger.
Francis, J., & Barnett, W. S. (2019). Relating preschool class size to classroom quality and student achievement. Early Childhood Research Quarterly, 49, 49-58.
Freiermuth, M., & Jarrell, D. (2006). Willingness to communicate: Can online chat help? International Journal of Applied Linguistics, 16(2), 189-212. https://doi.org/10.1111/j.1473-4192.2006.00113.x
Hattie, J. (2005). The paradox of reducing class size and improving learning outcomes. International Journal of Educational Research, 43, 387-425. https://doi.org/10.1016/j.ijer.2006.07.002
Heidari, K. (2019). Willingness to communicate: A predictor of pushing vocabulary knowledge from receptive to productive. Journal of psycholinguistic research, 48(4), 903-920. https://doi.org/10.1007/s10936-019-09639-w
Heller, M. C., & Grøver, V. (2021). Teachers’ instructional talk in a partly scripted language intervention targeting young second-language learners: developments over time. International Journal of Early Years Education, 1-17. https://doi.org/10.1080/09669760.2021.1893665
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic journal of business research methods, 6(1), 53-60.
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
Khazaei, Z. M., Zadeh, A. M., & Ketabi, S. (2012). Willingness to communicate in Iranian EFL learners: The Effect of Class Size. English Language Teaching, 5(11), 181-187.
Kruk, M. (2021). Changes in self-perceived willingness to communicate during visits to Second Life: A case study. The Language Learning Journal, 49(2), 240-250.
Le, V., Schaack, D. D., & Setodji, C. M. (2015). Identifying baseline and ceiling thresholds within the qualistar early learning quality rating and improvement system. Early Childhood Research Quarterly, 30, 215-226.
Lee, J. S., Sylvén, L. K., & Lee, K. (2020). Cross-cultural insights into Korean and Swedish secondary school students’ willingness to communicate in a second language. Journal of Multilingual and Multicultural Development, 1-15. https://doi.org/10.1080/01434632.2019.1708917
Liu, Y., Mishan, F., & Chambers, A. (2021). Investigating EFL teachers’ perceptions of task-based language teaching in higher education in China. The Language Learning Journal, 49(2), 131-146. https://doi.org/10.1080/09571736.2018.1465110
Liu, N. F., & Littlewood, W. (1997). Why do many students appear reluctant to participate in classroom learning discourse? System, 25(3), 371-384. https://doi.org/10.1016/S0346-251X(97)00029-8
MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1), 3-26.
MacIntyre, P. D., Dörnyei, Z., Clément, R., & Noels, K. A. (1998). Conceptualizing willingness to communicate in an L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.
McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40(1), 16-25. https://doi.org//10.1080/01463379209369817
McCroskey, J. & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement. Paper presented at the Speech Communication Association Convention, Denver, CO.
McCroskey, J. & Richmond, V. (1987). Willingness to communicate and interpersonal communication. In J. McCroskey & J. Daly (Eds.), Personality and interpersonal communication. (pp. 129-156). Sage.
Molway, L., Arcos, M., & Macaro, E. (2020). Language teachers’ reported first and second language use: A comparative contextualized study of England and Spain. Language Teaching Research, 1-29. https://doi.org/10.1177/1362168820913978
Monzo, L. D., & Rueda, R. S. (2001). Professional roles, caring, and scaffolds: Latino teachers’ and paraeducators’ interactions with Latino students. American Journal of Education, 109(4), 438-471.
Mulyadi, D., Wijayatiningsih, T., Singh, C., & Prastikawati, E. (2021). Effects of technology enhanced task-based language teaching on learners’ listening comprehension and speaking performance. International Journal of Instruction, 14(3), 717-736.
Mumba, F., Mbewe, S., & Chabalengula, V. (2015). Elementary school teachers’ familiarity, conceptual knowledge, and interest in light. International Journal of Science Education, 37(2), 185-209. https://doi.org/10.1080/09500693.2014.971906
Mystkowska-Wiertelak, A. (2016). Dynamics of classroom WTC: Results of a semester study. Studies in Second Language Learning and Teaching, 6(4), 651-676. https://doi.org/10.14746/ssllt.2016.6.4.5
Mystkowska-Wiertelak, A. (2021). Fluctuations in willingness to communicate during a semester: A case study. The Language Learning Journal, 49(1), 1-12.
Mystkowska-Wiertelak, A., & Pawlak, M. (2017). Willingness to communicate in instructed second language acquisition: Combining a macro- and microperspective. Multilingual Matters.
Park, S. W., & Manning, S. J. (2012). L1 vs. L2 use and classroom interaction in team-taught elementary school classes. English Teaching, 67(2), 105-134.
Pawlak, M., & Mystkowska-Wiertelak, A. (2015). Investigating the dynamic nature of L2 willingness to communicate. System, 50, 1-9. https://doi.org/10.1016/j.system.2015.02.001
Pawlak, M., Mystkowska-Wiertelak, A., & Bielak, J. (2016). Investigating the nature of classroom willingness to communicate (WTC): A micro-perspective. Language Teaching Research, 20(5), 654-671. https://doi.org/10.1177/1362168815609615
Peng, J. E. (2012). Towards an ecological understanding of willingness to communicate in EFL classrooms in China. System, 40(2), 203-213. https://doi.org/10.1016/j.system.2012.02.002
Peng, J. (2019). Understanding willingness to communicate as embedded in classroom multimodal affordances: Evidence from interdisciplinary perspectives. Linguistics and Education, 51, 59-68. https://doi.org/10.1016/j.linged.2019.04.006
Rastegar, M., & Karami, M. (2015). On the relationship between foreign language Classroom anxiety, willingness to communicate and scholastic success among Iranian EFL learners. Theory and Practice in Language Studies, 5(11), 2387-2394.
Restuningrum, N. (2018). Teachers’ strategy of positioning in teaching younger learners. International Journal of Educational Best Practices, 2(1), 1-13.
Riasati, M. J. (2012). EFL learners’ perception of factors influencing willingness to speak English in language classrooms: A qualitative study. World Applied Sciences Journal, 17(10), 1287-1297.
Riasati, M. J., & Rahimi, F. (2018). Situational and individual factors engendering willingness to speak English in foreign language classrooms. Cogent Education, 5(1), 1-15. https://doi.org/10.1080/2331186X.2018.1513313
Shaffer, J. A., DeGeest, D., & Li, A. (2016). Tackling the problem of construct proliferation: A guide to assessing the discriminant validity of conceptually related constructs. Organizational Research Methods, 19(1), 80-110. https://doi.org/10.1177/1094428115598239
Sharifian, F. (2009). English as an international language: Perspectives and pedagogical issues. Multilingual Matters.
Subekti, A. S. (2019). Situational Willingness to Communicate in English: Voices from Indonesian Non-English Major University Students. Indonesian Journal of English Language Teaching and Applied Linguistics, 3(2), 373-390.
Tabachnick, B. G., & Fidell, L. S. (2014). Using multivariate statistics (6th ed.). Essex: Pearson.
Taherdoost, H. (2016). Validity and reliability of the research instrument; how to test the validation of a questionnaire/survey in a research. How to test the validation of a questionnaire/survey in a research.
Tuyen, L. V. & Loan, T. T. T. (2019). Factors Affecting EFL Students’ Willingness to Communicate in Speaking Classes at the Vietnamese Tertiary Level. International Journal English Literature and Social Sciences, 4(2). https://dx.doi.org/10.22161/ijels.4.2.10
Wen, W. P., & Clément, R. (2003). A Chinese conceptualization of willingness to communicate in ESL. Language, Culture and Curriculum, 16(1), 18-38. https://doi.org/10.1080/07908310308666654
Yang, W. H. & Yang, L. (2021). Evaluating learners’ satisfaction with a distance online CLIL lesson during the pandemic. English Teaching & Learning, 1-23. https://doi.org/10.1007/s42321-021-00091-5
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.
جستارهای زبانی