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It contrasts trait-related self-reported WTC with state-related observed WTC, and compares teacher-led and peer-led activities. Triangulation uses questionnaires, video recordings, and stimulated recall interviews to connect learners’ self-perception with L2 classroom participation. Results indicate activity design and peer group type can increase WTC, supporting careful lesson planning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/classroom-willingness-to-communicate-as-a-predictor-of-participatory-behavior/601172/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/classroom-willingness-to-communicate-as-a-predictor-of-participatory-behavior/601172.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study define willingness to communicate (WTC) in L2 learning?","Question",{"text":112,"@type":113},"WTC is treated as a volitional process influenced by individual, social, linguistic, and situational factors in language use.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the difference between trait-related WTC and state-related WTC in this research?",{"text":117,"@type":113},"Trait-related WTC is captured through learners’ self-reports, while state-related WTC is observed as it emerges in classroom interaction at a given time.",{"name":119,"@type":110,"acceptedAnswer":120},"Which classroom activity conditions are found to affect WTC and participation?",{"text":121,"@type":113},"WTC may increase depending on activity type and peer group type, emphasizing the need for careful lesson planning by language instructors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601172,1792161832,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","1  \nL2 Classroom Willingness to Communicate as a Predictor of Participatory Behavior  \nAshley Shaffer  \nTemple University  \nAbstract  \nIn the context of language instruction and learning, willingness to communicate (WTC) is an important factor in learners’ language use. It is viewed as a volitional process influenced by individual, social, linguistic, and situationally dependent factors. Foundational research focused on trait and state WTC-influencing factors as separate entities. Current research considers the dynamic relationship that occurs between the two and particularly how it manifests in classroom interaction. This study investigated such differences by examining learners’ self-reported WTC as trait-related and observed WTC as state-related. It compared WTC in both a teacher led and a peer led activity. Triangulated data were gathered using questionnaires, video recordings, and stimulated recall interviews. The importance of the study’s findings lie in the investigation of how learners’ self-perception relates to L2 classroom participation. Results showed that WTC may be boosted based on activity and peer group type, emphasizing the necessity of careful lesson planning by language instructors.  \nKeywords: willingness to communicate, peer interaction, participation, individual learner factors  \nBackground  \nCurrent approaches in second language acquisition (SLA) instruction emphasize both the importance of recognizing individual learner factors as having an influence on second language (L2) learning and the ability to promote L2 learning by using certain instructional task types. One affective learner factor to be considered is willingness to communicate (WTC). Originally conceptualized in L2 learning by McCroskey and Baer (1985), WTC was considered a trait-specific quality evident in one’s personality such as being introverted or extroverted. Subsequent research showed WTC to be a situational-specific quality that may change based on external elements such as classroom environment and relationship to peers, or internal conditions such as self-perception in the target language.  \nSubsequent and current research has shown that other factors may influence WTC at a given time. MacIntyre, Clément, Dörnyei, and Noels (1998) and MacIntyre, Baker, Clément, and Conrod (2001) found that confidence in the language and social support may factor into a learner’s WTC apart from it being a trait-like personality feature. Yashima, Zenuk-Nishide, and Shimizu (2004) likewise found that strong in-  \n10 Dimension 2021  \nterpersonal relationships with other learners may contribute to higher state WTC. Motivation has also been found to influence WTC (MacIntyre & Charos, 1996; Yashima, 2002). While researchers have investigated the extent to which proficiency places a role in learner WTC, Yashima (2009) discovered that having a higher proficiency in the L2 did not necessarily increase a learner’s WTC. MacIntyre (2007) stated in later research that WTC should be viewed as an act of volition which can be fluid and change based on any given number of factors at any given time. Cao (2009) further supported the idea of WTC as situational rather than trait-specific, finding that learners’ individual identities and classroom environment impact WTC. Studies by Peng and Woodrow (2010) and Alemi et al. (2013) contributed to the understanding of WTC as having a variable nature by presenting many factors at play including environmental conditions and level of interaction with native speakers in target language (TL).  \nThis research aligns with the notion that learner WTC may correlate to L2 learning. SLA research for the past several decades has suggested that learners better acquire an L2 by participating in communicative tasks as in communicative language teaching (CLT) (Nunan, 1989) that require learners to negotiate meaning (Long, 1996) and produce speech in a meaningful context as in the output hypothesis (Swain, 1985) . This poses several question","cbCainPVeht46Cm8","https://ap.wps.com/l/cbCainPVeht46Cm8","pdf",192169,16,"English","# Abstract\n# Background\n# Literature Review\n## Origins of Willingness to Communicate as a Trait or State Based Feature","[{\"question\":\"How does the study define willingness to communicate (WTC) in L2 learning?\",\"answer\":\"WTC is treated as a volitional process influenced by individual, social, linguistic, and situational factors in language use.\"},{\"question\":\"What is the difference between trait-related WTC and state-related WTC in this research?\",\"answer\":\"Trait-related WTC is captured through learners’ self-reports, while state-related WTC is observed as it emerges in classroom interaction at a given time.\"},{\"question\":\"Which classroom activity conditions are found to affect WTC and participation?\",\"answer\":\"WTC may increase depending on activity type and peer group type, emphasizing the need for careful lesson planning by language instructors.\"}]","Classroom Willingness to Communicate as a Predictor of Participatory Behavior | PDF",1792092115]