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Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation on JSTOR
Source: www-jstor-org.libproxy.ucl.ac.uk
Article summary:
1. The article explores the effects of instructional focus and task type on learner affect in oral interaction in the EFL classroom.
2. It discusses how visualization and goal-setting activities can enhance EFL learners' willingness to communicate.
3. The article also examines the mediation of multimodal affordances on willingness to communicate in the English as a foreign language classroom.
Article analysis:
The article titled "Conceptualizing Willingness to Communicate in L2: A Situational Model of L2 Confidence and Affiliation" is not provided in the given list. Therefore, it is not possible to provide a detailed critical analysis of the article based on its content.
Topics for further research:
Factors influencing willingness to communicate in second language
Situational model of L2 confidence and affiliation
Importance of confidence in second language communication
Relationship between affiliation and willingness to communicate in L2
Psychological factors affecting willingness to communicate in second language
Strategies to enhance willingness to communicate in L2