References
- Amiryousefi, M. (2018). Willingness to communicate, interest, motives to communicate with the instructor, and L2 speaking: A focus on the role of age and gender. Innovation in Language Learning and Teaching, 12(3), 221–234. https://doi.org/10.1080/17501229.2016.1170838
- Baker, S. C., & MacIntyre, P. D. (2003). The role of gender and immersion in communication and second language orientations. Language Learning, 53(S1), 65–96. https://doi.org/10.1111/0023-8333.00224
- Bruton, A. (2011). Is CLIL so beneficial, or just selective? Re-evaluating some of the research. System, 39(4), 523–532. https://doi.org/10.1016/j.system.2011.08.002
- Bruton, A. (2013). CLIL: Some of the reasons why … and why not. System, 41(3), 587–597. https://doi.org/10.1016/j.system.2013.07.001
- Cao, Y., & Philp, J. (2006). Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction. System, 34(4), 480–493. https://doi.org/10.1016/j.system.2006.05.002
- Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543–562. https://doi.org/10.2167/beb459.0
- Czura, A., & Papaja, K. (2013). Curricular models of CLIL education in Poland. International Journal of Bilingual Education and Bilingualism, 16(3), 321–333. https://doi.org/10.1080/13670050.2013.777388
- Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182–204. https://doi.org/10.1017/S0267190511000092
- Dewaele, J.-M., & Dewaele, L. (2018). Learner-internal and learner-external predictors of Willingness to Communicate in the FL Classroom. Journal of the European Second Language Association, 2(1), 24. https://doi.org/10.22599/jesla.37
- Donovan, L. A., & MacIntyre, P. D. (2004). Age and sex differences in willingness to communicate, communication apprehension, and self-perceived competence. Communication Research Reports, 21(4), 420–427. https://doi.org/10.1080/08824090409360006
- Gardner, R. C. (2012). Integrative motivation and global language (English) acquisition in Poland. Studies in Second Language Learning and Teaching, 2(2), 215–226.
- Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Second Language Studies, 20, 29–70.
- Heras, A., & Lasagabaster, D. (2015). The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 19(1), 70–88. https://doi.org/10.1177/1362168814541736
- Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a Foreign Language Anxiety Scale. TESOL Quarterly, 20(3), 559–562. https://doi.org/10.2307/3586302
- International education. (n.d.). International Baccalaureate®. Retrieved July 10, 2022, from https://www.ibo.org/
- Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2018). Role of the emotions and classroom environment in willingness to communicate: Applying doubly latent multilevel analysis in second language acquisition research. Studies in Second Language Acquisition, 40(3), 605–624. https://doi.org/10.1017/S0272263117000304
- Kuutila, N. (2014). Teachers’ effect on learners’ willingness to communicate in L2. https://jyx.jyu.fi/handle/123456789/44833
- Lasagabaster, D., & Doiz, A. (2017). A longitudinal study on the impact of CLIL on affective factors. Applied Linguistics, 38(5), 688–712. https://doi.org/10.1093/applin/amv059
- Lasagabaster, D., & Sierra, J. M. (2009). Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal, 1(2), 4–17.
- Levine, G. S. (2003). Student and instructor beliefs and attitudes about target language use, first language use, and anxiety: Report of a questionnaire study. The Modern Language Journal, 87(3), 343–364. https://doi.org/10.1111/1540-4781.00194
- Lialikhova, D. (2018). Triggers and constraints of lower secondary students’ willingness to communicate orally in English in a CLIL setting in the Norwegian context. Journal of Immersion and Content-Based Language Education, 6(1), 27–56. https://doi.org/10.1075/jicb.16013.lia
- Loewen, S., & Plonsky, L. (2015). An A–Z of applied linguistics research methods. Macmillan International Higher Education.
- MacIntyre, P. D. (1994). Variables underlying willingness to communicate: A causal analysis. Communication Research Reports, 11(2), 135–142. https://doi.org/10.1080/08824099409359951
- MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(4), 564–576. https://doi.org/10.1111/j.1540-4781.2007.00623.x
- MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2003a). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school french immersion students. Language Learning, 53(S1), 137–166. https://doi.org/10.1111/1467-9922.00226
- MacIntyre, P. D., Baker, S., Clément, R., & Donovan, L. (2003b). Talking in order to learn: Willingness to communicate and intensive language programs. The Canadian Modern Language Review, 59(4), 589–608. https://doi.org/10.3138/cmlr.59.4.589
- MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1), 3–26. https://doi.org/10.1177/0261927X960151001
- MacIntyre, P. D., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in Second Language Acquisition, 23(3), 369–388.
- MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
- MacIntyre, P. D., & Doucette, J. (2010). Willingness to communicate and action control. System, 38(2), 161–171. https://doi.org/10.1016/j.system.2009.12.013
- McCroskey, J. C., & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement [Conference presentation]. 71st Annual Meeting of the Speech Communication Association, Denver, CO.
- McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: Differing cultural perspectives. Southern Communication Journal, 56(1), 72–77. https://doi.org/10.1080/10417949009372817
- McCroskey, J. C., & Richmond, V. P. (2013). Willingness to communicate (WTC). Measurement instrument database for the social science. http://www.midss.org/sites/default/files/willingness_to_communicate.pdf
- Mearns, T., Graaff, R. de, & Coyle, D. (2020). Motivation for or from bilingual education? A comparative study of learner views in the Netherlands. International Journal of Bilingual Education and Bilingualism, 23(6), 724–737. https://doi.org/10.1080/13670050.2017.1405906
- Mehisto, P., Marsh, D., & Frigols, M. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Macmillan Education.
- Menezes, E., & Juan-Garau, M. (2015). English learners’ willingness to communicate and achievement in CLIL and formal instruction contexts. In M. Juan-Garau & J. Salazar-Noguera (Eds.), Content-based language learning in multilingual educational environments (pp. 221–236). Springer International Publishing. https://doi.org/10.1007/978-3-319-11496-5_13
- Muñoz, C. (2015). Time and timing in CLIL: A comparative approach to language gains. In M. Juan-Garau & J. Salazar-Noguera (Eds.), Content-based language learning in multilingual educational environments (pp. 87–102). Springer International Publishing. https://doi.org/10.1007/978-3-319-11496-5_6
- Mystkowska-Wiertelak, A., & Pawlak, M. (2014). Fluctuations in learners’ willingness to communicate during communicative task performance: Conditions and tendencies. Research in Language, 12(3), 245–260. https://doi.org/10.2478/rela-2014-0019
- Navarro Pablo, M., & García Jiménez, E. (2018). Are CLIL students more motivated?: An analysis of affective factors and their relation to language attainment. Porta Linguarum, 29, 71–90.
- Otwinowska, A. (2013). CLIL lessons in the upper-primary: The interplay of affective factors and CALP. In D. Gabryś-Barker & J. Bielska (Eds.), Affectivity in second language acquisition (pp. 211–225). Multilingual Matters.
- Otwinowska, A., & Foryś, M. (2017). They learn the CLIL way, but do they like it? Affectivity and cognition in upper-primary CLIL classes. International Journal of Bilingual Education and Bilingualism, 20(5), 457–480. https://doi.org/10.1080/13670050.2015.1051944
- Papaja, K. (2014). Focus on CLIL: A qualitative evaluation of content and language integrated learning (CLIL) in Polish secondary education. Cambridge Scholars Publishing.
- Pawlak, M. (2015). Edukacja dwujęzyczna w polskich szkołach. Raport ewaluacyjny [Bilingual education in Polish schools. Evaluation report]. Ośrodek Rozwoju Edukacji.
- Pawlak, M., & Mystkowska-Wiertelak, A. (2015). Investigating the dynamic nature of L2 willingness to communicate. System, 50, 1–9. https://doi.org/10.1016/j.system.2015.02.001
- Pawlak, M., Mystkowska-Wiertelak, A., & Bielak, J. (2016). Investigating the nature of classroom willingness to communicate (WTC): A micro-perspective. Language Teaching Research, 20(5), 654–671. https://doi.org/10.1177/1362168815609615
- Plonsky, L., & Derrick, D. J. (2016). A meta-analysis of reliability coefficients in second language research. The Modern Language Journal, 100(2), 538–553. https://doi.org/10.1111/modl.12335
- R Core Team. (2017). R: A Language and Environment for Statistical Computing. https://www.R-project.org/
- Reid, K. T., & Trofimovich, P. (2018). Exploring the influence of community volunteerism on adult L2 learners’ willingness to communicate. System, 74, 73–86. https://doi.org/10.1016/j.system.2018.02.002
- Rumlich, D. (2013). Students’ general English proficiency prior to CLIL. In S. Breidbach & B. Viebrock (Eds.), Content and Language Integrated Learning (CLIL) in Europe. Research perspectives on policy and practice (pp. 181–202). Peter Lang.
- Ryan, S. (2009). Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English. Motivation, Language Identity and the L2 Self, 120, 143.
- Sylvén, L. K., & Thompson, A. S. (2015). Language learning motivation and CLIL: Is there a connection? Journal of Immersion and Content-Based Language Education, 3(1), 28–50. https://doi.org/10.1075/jicb.3.1.02syl
- Thompson, A. S., & Sylvén, L. K. (2015). “Does English make you nervous?” Anxiety profiles of CLIL and non-CLIL students in Sweden. Apples - Journal of Applied Language Studies. https://jyx.jyu.fi/handle/123456789/47529
- Wang, H., Peng, A., & Patterson, M. M. (2021). The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language. System, 99, 102529. https://doi.org/10.1016/j.system.2021.102529
- Yashima, T. (2002). Willingness to communicate in a second language: The japanese EFL context. The Modern Language Journal, 86(1), 54–66. https://doi.org/10.1111/1540-4781.00136
- Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (Vol. 86, pp. 144–163). Multilingual Matters.
- Yashima, T., MacIntyre, P. D., & Ikeda, M. (2018). Situated willingness to communicate in an L2: Interplay of individual characteristics and context. Language Teaching Research, 22(1), 115–137. https://doi.org/10.1177/1362168816657851
- Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54(1), 119–152. https://doi.org/10.1111/j.1467-9922.2004.00250.x
- Zarobe, Y. R. de, & Lasagabaster, D. (2010). CLIL in Spain: implementation, results and teacher training. Cambridge Scholars Publishing.
