Table 5 Characteristics of studies that met inclusion criteria for conceptualization of WTC in EFL context
Authors | Objectives | Participants | Instruments | Findings |
|---|---|---|---|---|
Ebadi and Ebadijalal (2022) | They investigated the impact of Google Expeditions virtual reality on EFL learners’ WTC and oral proficiency | 20 upper-intermediate EFL learners | Video-recording and questionnaire | The analysis of qualitative data demonstrated that the implementation of the virtual reality tool resulted in a notable improvement in the participants’ overall knowledge, motivation, enthusiasm, cultural awareness, and confidence |
Henry et al. (2021) | They studied WTC in Swedish multilingual contexts at the individual level | Seven participants | Questionnaire | Their study revealed the presence of interconnected influences that impact WTC and produce effects at the system level |
Lee (2022) | The role of grit (consisting of perseverance of effort and consistency of interests) and classroom enjoyment in EFL learners’ WTC was examined | 647 Korean EFL learners | Questionnaire | Lee found that grit, specifically perseverance of effort, and classroom enjoyment were significant predictors of L2 WTC across all cohorts. However, it was observed that grit, specifically consistency of interests, did not have a predictive effect on Korean EFL learners’ WTC |
Vafadar and Chow (2020) | They examined the impact of CSs teaching on students’ WTC | 67 Iranian intermediate EFL learners | Questionnaire, observation, stimulated recall interviews | Participants who received CSs instructions significantly improved regarding speaking time or WTC and taking turns. The learners found the interactional and indirect CSs to be the strategies that were most frequently used and beneficial - Some interconnected factors such as contextual, individual, and communicative competence either facilitated or inhibited students’ WTC, what is referred to as the “tree-gyrate” model |
Zarrinabadi et al. (2023) | They studied the effects of praise for intelligence and praise for effort on learners’ language mindsets, perceived communication competence, speaking anxiety, and WTC | 63 Iranian EFL learners | Questionnaire | They found that praising effort played a crucial role in enhancing Iranian EFL learners’ WTC by fostering growth mindsets and reducing speaking anxiety |