This book presents mixed-methods research into Chinese students' willingness to communicate (WTC) in an EFL classroom context. The interrelationships between WTC and motivation, communication confidence, learner beliefs and classroom environment are examined using structural equation modelling on data collected in a large-scale survey. These results are then complemented and expanded upon in a follow-up multiple case-study that identifies six themes which account for fluctuations of WTC over time and across situations. The qualitative and quantitative data provide the grounds for the propositi.

Figures and Tables; Abbreviations; Acknowledgements; Part 1 The Research of Willingness to Communicate in a Second Language; 1 Introduction; 2 Hybrid Perspectives on WTC in an L2; Part 2 The Big Picture: Interrelationships between WTC, Communication Confi dence, Motivation, Learner Beliefs and Classroom Environment (Phase 1: Questionnaire Survey); 3 Dimensions of WTC, Confidence, Motivation, Beliefs and Classroom Environment; 4 Interrelationships between WTC, Confidence, Motivation, Beliefs and Environment on WTC: A Full Structural Model. Part 3 A Situated Lens: WTC Fluctuations over Time and Across Classroom Situations(Phase 2: A Multiple-Case Study)5 Four Cases and their WTC Fluctuations; 6 Distal and Proximal Influences on WTC Fluctuations; Part 4 Blending 'Apple Juice' and 'Orange Juice': Integration of Overall Findings; 7 WTC Inside the Language Classroom and Beyond; 8 Concluding Remarks; Appendix 1: Factor Loadings; Appendix 2: Questionnaire; Appendix 3: Correlation Matrix for the Structural Model; Appendix 4: Interview Guide; Appendix 5: Classroom Observation Scheme; Appendix 6: Learning Journa lFramework. Appendix 7: Coding SchemeReferences; Index.