THE PAST, PRESENT, AND FUTURE OF WILLINGNESS TO COMMUNICATE A REVIEW

Abstract

Researchers have extensively studied learners' willingness to communicate (WTC) over the last three decades, as students who study language are more likely to communicate with one another in a setting where foreign or second-language teaching as well as learning takes place. McCroskey and Richmond (1987) introduced the concept of WTC in L1 by defining it as a personality trait that is consistent across situations. However, given the wide range of linguistic competencies possessed by L2 speakers, ranging from absolute beginners to fluent bilinguals, it is likely that L2 WTC is significantly more complex variable than L1 WTC, owing to the breadth of communication opportunities and competencies possessed by communicators. Researchers have examined both stability and fluctuation in constructing the conceptualization of L2 WTC. Hence, the purpose of this article is to conduct a systemic review of the literature regarding both trait-like and dynamic nature as well as situational antecedents that may contribute to variation in WTC.