Baran-Łucarz, M. (2014). The link between pronunciation anxiety and willingness to communicate in the foreign-language classroom: The Polish EFL context. Canadian Modern Language Review, 70(4), 445–473.
Barcelos, A. M. F. (2006). Researching beliefs about SLA: A critical review. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 7– 33). New York, NY: Springer.
Beaver, B., & Tuck, B. (1998). The adjustment of overseas students at a tertiary institution in New Zealand. New Zealand Journal of Educational Studies, 33, 167-179.
Birjandi, P., Farhady, H., & Jafarpoor, A. (1995). Testing language skills from theory to practice. Tehran: SAMT Publication.
Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia Social and Behavioral Sciences, 2, 1305–1309.
Brown, H. D. (2014). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). White Plains, N.Y.: Longman.
Cantwell, R. H., & Beverly, A. (2002). Cognitive and psychological factors underlying secondary school students’ feelings towards group work. Educational Psychology, 22 (1), 75-90.
Cao, Y. (2011). Investigating situational willingness to communicate within second language classrooms from an ecological perspective. System, 39(4), 468–479.
Clément, R., Baker, S. C., & MacIntyre, P. D. (2003). Willingness to communicate in a second language: The effects of context, norms, and vitality. Journal of Language and Social Psychology, 22(2), 190-209.
Compton, K.L. (2007). The impact of content and context on international teaching assistants’ willingness to communicate in the classroom. Tesl-EJ, 10(4), 1-20.
Covington, M. (1984). The self-worth theory of achievement motivation: Findings and implications. The Elementary School Journal, 85(1), 311-315.
Davies, P., & Pearse, E. (2000). Success in English Teaching. Oxford University Press. (Doctoral dissertation). Florida State University, Tallahassee.
Elahi Shirvan, M. E., Khajavy, G. H., MacIntyre, P. D., & Taherian, T. (2019). A meta-analysis of L2 willingness to communicate and its three high-evidence correlates. Journal of psycholinguistic research, 48(6), 1241-1267.
Fallah, N. (2014). Willingness to communicate in English, communication self-conﬁdence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A Structural Equation Modeling approach. Learning and Individual Differences, 30, 140–147.
Fatima, I., Ismail, S. A. M. M., Pathan, Z. H., & Memon, U. (2020). The power of openness to experience, extraversion, L2 self-confidence, classroom environment in predicting L2 Willingness to Communicate. International Journal of Instruction
(3), 909-924. https://doi.org/10.29333/iji.2020.13360a
Fushino, K. (2010). Causal relationships between communication confidence, beliefs about group work, and willingness to communicate in foreign language group work. TOSEL Quarterly, 44(4), 700-724.
Gardner, B. S., & Korth, S. J. (1998). A Framework for learning to work in teams. Journal of Education for Business,74, 1, 28-33.
Ghonsooly, B., Khajavy, G. H. & Asadpour, S. F. (2012). Willingness to communicate in English among Iranian Non-English major university students. Journal of Language and Social Psychology, 31 (2), 197–211.
Hanton, S., Mellalieu, S.D., & Hall, R. (2003). Self-confidence and anxiety interpretation. Psychology of Sport and Exercise, 5, 477-495.
Harmer, J. (2007). The Practice of English language teaching. Longman: London and New York.
Holmes, P. (2004). Negotiating differences in learning and intercultural communication: Ethnic Chinese students in a New Zealand university. Business Communication Quarterly, 67, 294–307.
Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18, 333–340. doi:10.1111/j.1944-9720.1985.tb01811.x.
Horwitz, E. K. (1987). Surveying student beliefs about language learning. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 119–129). London, England: Prentice-Hall International (UK).
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72, 283–294.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in Covariance Structure Analysis: Conventional criteria versus new alternatives. Structural Equation Modelling, 6(1), 1-55.
Kaenzig, R., Hyatt, E., & Anderson, S. (2007). Gender differences in College of Business Educational Experiences. Journal of Education for Business, 95-100.
Khajavy, G. H., Ghonsooly, B., Hosseini Fatemi, A., & Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50(1), 154–180.
Khany, R., & Nejad, A. M. (2017). L2 willingness to communicate, openness to experience, extraversion, and l2 unwillingness to communicate: The Iranian EFL context. RELC Journal, 48(2), 241-255.
Khatib, M., & Nourzadeh, S. (2014). Development and validation of an instructional willingness to communicate questionnaire. Journal of Multilingual and Multicultural Development 36 (3), 263–283.
Kim, S. J. (2004). Exploring willingness to communicate (WTC) in English among Korean EFL (English as a foreign language) students in Korea: WTC as a predictor of success in second language acquisition. (Unpublished Doctoral Dissertation) Columbus: Ohio State University.
Kline, R. B. (2011). Principles and practice of structural equation modelling (3rded.). New York, NY: Guilford Press.
Krashen, S. D. (1985). Principles and Practice in Second Language Acquisition. New York: Pergamon Press.
Laird, T.F.N. (2005). College students’ experiences with diversity and effects on academic self-confidence, social agency and disposition toward critical thinking. Research in Higher Education, 46(4), 365-387.
Liu, M. H. (2018). Bilingual/Multilingual learners’ willingness to communicate in and anxiety on speaking Chinese and their associations with self-rated proficiency in Chinese. International Journal of Bilingual Education and Bilingualism, 21 (1), 54–69.
Lukitasari, N. (2008). Students’ strategies in overcoming speaking problems in speaking class. University of Muhammadiyah Malang.
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., & Legatto, J. J. (2011). A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect. Applied Linguistics, 32(2), 149–171.
MacIntyre, P. D., & Serroul, A. (2015). Motivation on a per-second timescale: Examining approach-avoidance motivation during L2 task performance. In Z. Dornyei, P. D. MacIntyre & A. Henry (Eds.), Motivational dynamics in language learning (pp. 109–138). Bristol: Multilingual Matters.
MacIntyre, P. D., Babin, P. A., & Clément, R. (1999). Willingness to communicate: Antecedents & consequences. Communication Quarterly, 47(2), 215–229.
MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and language learning orientations of immersion students. Studies in Second Language Acquisition, 23, 369-388.
MacIntyre, P.D., Baker, S.C., Clément, R., & Donovan, L.A. (2003). Talking in order to learn: Willingness to communicate and intensive language programs. The Canadian Modern Language Review, 59(4), 589-607.
MacIntyre, P.D., Clément, R., Dörnyei, Z., & 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.
Mahripah, S. (2014). Exploring factors affecting EFL learners’ speaking performance: from Theories into practices. Proceedings of the 3rd UAD TEFL International Conference 2014 “Materials Development in Asia and Beyond: Directions, Issues, and Challenges.” English Education Department, Universitas Ahmad Dahlan, Yogyakarta, Indonesia.
McCroskey, J. C., & McCroskey, L. L. (1988). Self-report as an approach to measuring communication competence. Communication Research Reports, 5, 108– 113.
McDonough, K. (2004). Learner-learner interaction during pair and small group activities in a Thai EFL context. System, 32(2), 207-224.
McDonald, R. P., & Ho, M. H. R. (2002). Principles and practice in reporting statistical equation analyses. Psychological Methods, 7(1), 64-82.
McIntyre, D. (2004). Point of view in drama: a socio-pragmatic analyses of Dennis Potter’s Brimstone and Treacle. Language and Literature, 13(2), 139-160.
Mystkowska-Wiertelak, A., & Pawlak, M. (2017). Willingness to communicate in instructed second language acquisition: Combining a macro-and micro-perspective. Multilingual Matters.
Pawlak, M., & Mystkowska-Wiertelak, A. (2015). Investigating the dynamic nature of L2 willingness to communicate. System, 50, 1-9.
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.
Rafiee, M., & Abbasian-Naghneh, S. (2018). Prioritization of critical individual factors influencing willingness to communicate: AHP method. Journal of Multilingual and Multicultural Development, 1-14.
Saeed, K. M., Khaksari, M., Eng, L. S., & Ghani, A. M. A. (2016). The role of learner-learner interaction in the development of speaking skills. Theory and Practice in Language Studies, 6(2), 235.
Sar, A.H., Avcu, R., & Isiklar, A. (2010). Analyzing undergraduate students ‘self confidence levels in terms of some variables. Procedia Social and Behavioral Sciences 5, 1205–1209.
Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language. (Unpublished PhD. Dissertation) University of Glasgow.
Woods, D. (2006). The social construction of beliefs in the language classroom. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 201–229). New York, NY: Springer.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54–66.
Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54(1), 119–152.
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.
Yu, M. (2011). Effect of communication variables, affective variables, and teacher immediacy on Willingness to Communicate of foreign language learners. Chinese Journal of Communication, 4 (2), 218–236.
Zarrinabadi, N.(2014). Communicating in a Second Language: Investigating the effect of teacher on learners’ Willingness to Communicate. System, 42, 288–295.
Zhang, W., & Liu, M. (2013). Evaluating the impact of oral test anxiety and speaking strategy use on oral English performance. The Journal of AsiaTEFL, 10(2), 115-148.