The link between different facets of willingness to communicate, engagement and communicative behaviour in task performance
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Students' L2 engagement is positively related to willingness to communicate.
“Within the extant literature, students' L2 engagement was found to be positively related to teacher care, rapport (Derakhshan et al., 2021a), nonverbal immediacy, and credibility behaviors (Derakhshan, 2021), emotions, grit (Khajavy, 2021), enjoyment (Dewaele and Li, 2021), willingness to communicate (Mystkowska-Wiertelak, 2021), and bilingual/biliteracy learning (Zhang et al., 2012).”
From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as Mystkowska-Wiertelak, 2021
Cites
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School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581 · see citing works
Academic Emotions and Student Engagement
Pekrun, R., & Linnenbrink-Garcia, L. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_12 · Cited by 1,181 · see citing works
Exploring Engagement in Tasks in the Language Classroom
Philp, J., & Duchesne, S. (2016) · Annual Review of Applied Linguistics · doi:10.1017/s0267190515000094 · Cited by 752 · see citing works
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Macintyre, P. D., & Legatto, J. J. (2011) · Applied Linguistics · doi:10.1093/applin/amq037 · Cited by 455 · see citing works
Engagement with language: interrogating a construct
Svalberg, A. M.-L. (2009) · Language Awareness · doi:10.1080/09658410903197264 · Cited by 405 · see citing works
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Wang, Y., Derakhshan, A., & Zhang, L. J. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.731721 · Cited by 762 · see citing works
“…to teacher care, rapport (Derakhshan et al., 2021a), nonverbal immediacy, and credibility behaviors (Derakhshan, 2021), emotions, grit (Khajavy, 2021), enjoyment (Dewaele and Li, 2021), willingness to communicate (Mystkowska-Wiertelak, 2021), and bilingual/biliteracy learning (Zhang et al., 2012).”
BackgroundDerakhshan, A. (2022) · Language Related Research · doi:10.52547/lrr.13.5.2 · Cited by 167 · see citing works
“…m od ar es .a c. ir o n 20 22 -1 2- 27 ] 3 / 44 Language Related Research 13(5), (November & December 2022) 1-43 4 Nazari, 2022; Dewaele et al., 2019; Dewaele & Li, 2021; Li et al., 2018; Mercer, 2020; Mystkowska-Wiertelak, 2021; Pawlak et al., 2016; Pishghadam et al., 2021; Wang et al., 2021).”
Wang, Y., Wu, H., & Wang, Y. (2024) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2024.2379534 · Cited by 109 · see citing works
“Mystkowska-Wiertelak (2021) acknowledged the complexity of engagement and WTC, investigating how they interrelate.”
Lin, J., & Wang, Y. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-04948-z · Cited by 54 · see citing works
“Speci fi - cally, engagement has been linked to achievement, motivation, and self-ef fi cacy (Mystkowska-Wiertelak, 2021).”
Li, S. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.874356 · Cited by 38 · see citing works
“For instance, L2 students’ engagement in learning is positively correlated with teachers’ willingness to communicate (Mystkowska-Wiertelak, 2021), girt and emotions (Khajavy, 2021), and credibility behaviors (Derakhshan, 2021).”
BackgroundSadoughi, M., & Hejazi, S. (2024) · Acta Psychologica · doi:10.1016/j.actpsy.2024.104367 · Cited by 31 · see citing works
Ebn-Abbasi, F., Nushi, M., & Fattahi, N. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.837714 · Cited by 29 · see citing works
“…domain has been studied in relation to a variety of perspectives such as academic achievement, positive L2 self (e.g., Kikuchi and Lake, 2021), motivation (e.g., Martin, 2005), emotional intelligence (Li, 2020), WTC (e.g., Mystkowska-Wiertelak, 2021), and classroom enjoyment (Jin and Zhang, 2018).”
BackgroundChinese EFL Students’ Social-Emotional Competence, Grit, and Academic Engagement
Zhang, C., Mao, L., Li, N., & Gu, X. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.914759 · Cited by 34 · see citing works
“SEC has received outstanding attention in L2 education, and a revival of interest in L2 learners’ emotions, particularly the positive ones is witnessed (Mystkowska-Wiertelak, 2021).”
BackgroundGao, Y.-G., Gan, L., & Zhang, D. (2023) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2023.2260787 · Cited by 23 · see citing works
“…several studies have recently been conducted on different psycho-affective variables in the context of L2 education (Derakhshan 2022; Derakhshan et al. 2021; Dewaele and Li 2020; Mos-kowitz and Dewaele 2020; 2021; Wang, Derakhshan, and Pan 2022; Wang et al. 2023; Zhi and Wang 2023 to name a few).”
Yang, D. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.755234 · Cited by 20 · see citing works
“According to the studies conducted so far, students’ L2 engagement was discovered to be positively associated with teacher care, rapport, non-verbal immediacy, and credibility behaviors (Derakhshan, 2021), emotions, grit (Khajavy, 2021), enjoyment (Dewaele and Dewaele, 2020), willingness to communicate and bilingual l…”
BackgroundExploring Chinese College Students’ Emotions in EFL Speaking Classrooms
Sun, J. (2024) · SAGE Open · doi:10.1177/21582440241256248 · Cited by 16 · see citing works
“These studies concentrated on the well-being and positive traits of both foreign language teachers and students (e.g., Hiver, 2016; Mystkowska-Wiertelak, 2021), and were associated with pedagogical practices, teacher education, and language education policies (e.g., Budzin´ska, 2021; Fresacher,…”
Ma, L.-H., Li, B., & Guo, H.-Y. (2025) · International Journal of Educational Research · doi:10.1016/j.ijer.2024.102532 · Cited by 7 · see citing works
Wang, J., Fan, C.-Y., & Wang, X. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105427 · Cited by 6 · see citing works
Li, X., Wang, Z., & Yang, J. C. (2025) · System · doi:10.1016/j.system.2025.103798 · Cited by 7 · see citing works
Borkowska, A. (2023) · Glottodidactica · doi:10.14746/gl.2023.50.2.1 · Cited by 1 · see citing works
“Mystkowska-Wiertelak (2021) underlines that students tend to be more engaged in a task when they feel more secure among peers.”
BackgroundBorkowska, A. (2025) · Neofilolog · doi:10.14746/n.2025.65.1.5
“Such a conceptualisation of L2 WTC has gradually flourished in educational settings indicating antecedents and determinants of actual communication in a FL (e.g., Mystkowska-Wiertelak, 2021; Peng, Woodrow, 2010; Piechurska-Kuciel, 2014).”
Inadequate Top-Down Information and Vowel Judgement
Zuraiq, W., Al-Omari, M., Abu-Joudeh, M. I., Jaradat, A., Mashaqba, B., al Huneety, A., & Alshboul, S. S. Y. (2023) · Journal of Language Teaching and Research · doi:10.17507/jltr.1404.07
Performing the lesson: A linguistic-performative model of classroom affect
Abellán, P. (2026) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2026.103326
- Authors
- Mystkowska-Wiertelak, A.
- Venue
- Second Language Learning and Teaching
- Publisher
- Springer International Publishing
- Published
- 2021
- Pages
- 95-113
- ISSN
- 2193-7648 (ISSN-L)
- 2193-7656
- OpenAlex
- W3133973370
- Cited by
- 20
- References
- 0
- Citations by year
- 2026: 2 · 2025: 5 · 2024: 4 · 2023: 3 · 2022: 4 · 2021: 2
- FWCI
- 18.43
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Second language learning and teaching (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- willingness to communicate, student engagement, communication behavior, task performance, PERMA model, positive psychology, EFL learners, turn-taking, word count
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