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…

Friendship group activities, as one of the learner-centered applications of collaborative learning, promotes learners' overall abilities and have been warmly welcomed into English as a foreign language (EFL) classes in China. However, because of the complexity of the multi-level classroom life, sometimes this application becomes problematic in the…