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Ryan, S. (2009). 6. Self and Identity in L2 Motivation in Japan: The Ideal L2 Self and Japanese Learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 120-143). Multilingual Matters.
https://doi.org/10.21832/9781847691293-007

has been cited by the following article:

• TITLE: The Effect of a Communication Strategy Instruction Program on Chinese EFL Learners’ Willingness to Communicate

  AUTHORS: Chuanbin Chen, Qiuwen Huang

  KEYWORDS: Communication Strategy, Willingness to Communicate, Effect, Chinese EFL Learners, Model

  JOURNAL NAME: Psychology, Vol.15 No.7, July 29, 2024

  ABSTRACT: Though willingness to communicate (WTC) and communication strategy (CS) are both heavily researched fields, the relationship between them has rarely been explored. The purpose of this study is to examine the effect of a CS instruction program on WTC in a group of Chinese students. Results show that the WTC of students who took part in CS instruction program significantly improved, whereas there was no such difference in the control group, a finding supporting the hypothesis that CS instruction is conducive to the improvement of learners’ WTC, and agreeing with results of previous empirical study. Based on the finding, a heuristic model is proposed to show the relationship between CS and WTC, in which communication apprehension and self-perceived communicative competence are seen as the most immediate factors bridging them.