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Direct linkPeng, Jian-E. – ELT Journal, 2020
This study explores variation in willingness to communicate (WTC) in English between whole-class interaction and dyadic and group interaction, and teacher interaction strategies identified to sustain students' WTC in whole-class interaction that primarily followed the initiation-response-feedback (IRF) pattern. Data were collected from a regular…
Descriptors: Interaction, Language Usage, English (Second Language), College Faculty
