Exploring the Relevant Factors of Willingness to Communicate (WTC) in Language Learning—A Systematic and Bibliometric Approach 2024

Recent years have witnessed a surge of interest in learners’ Willingness to Communicate (WTC) within the L2 learning environment. This study aims to explore current trends, remarkable subjects, influential authors, sources and interplay of WTC variables in L2 learning from 1985 to 2023. A total of 259 articles were selected through PRISMA for the visualization of VOSviewer, and 221 publications for the citation network analysis with CitNetExplorer. The findings revealed 3 major variables with the capacity to influence WTC: individual traits, teachers’ roles, and learning environments. Prominent themes include the rising trend of positive psychology, the importance of motivation, confidence, attitudes, the application of teacher immediacy and WTC in L2 learning. The study also highlights the significance of considering peer and cultural factors in future research. By providing a rigorous overview of the literature, this study contributes valuable insights into the current state of WTC in L2 learning education.

Autores	Liu, Qian (58043907500); Yang, Shijie (59167076100); Chen, HeCheng (57203946435)
Título	Global trends and hotspots in the study of the effects of PM2.5 on ischemic stroke
Año	2024
DOI	10.1186/s41043-024-00622-3
Fuente	https://www.scopus.com/inward/record.uri?eid=2-s2.0-85202738639&doi=10.1186%2fs41043-024-00622-3&partnerID=40&md5=2f80b4bf91836970169230f4633fc742
Afiliaciones	Cerebrovascular Disease Department, Gansu Provincial Hospital, No.204 West Donggang Road, Gansu Province, Lanzhou, 730000, China; Key Laboratory of Cerebrovascular Disease of Gansu Province, Gansu Provincial Hospital, Gansu, Lanzhou, China; The First Clinical Medical College of Lanzhou University, Lanzhou, China
Tipo de acceso abierto	All Open Access; Gold Open Access
Referencia	Scopus
Artículo obtenido de:	Scopus

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Exploring the Relevant Factors of Willingness to Communicate (WTC) in Language Learning—A Systematic and Bibliometric Approach

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