English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This paper aspires to make a unique contribution to the field through investigating the high-WTC/low-WTC interactions to explore whether the level of Willingness to Communicate (WTC) positively affects (a) the amount of communication, and (b) the frequency of taking the leadership roles during jury discussions when each member has a firm verdict. Participants in groups of 3–4 had jury discussions, after performing a courtroom drama. Oral performance data, collected during the jury discussions, were transcribed verbatim, and coded for analysis. Then, the amount of L2 output, and the frequency of leadership roles each student took, were counted. The results suggested that, overall, high-WTC learners produced a higher amount of L2 output, and took more leadership roles. However, when only one participant had an opposing verdict within the group, the holder of that opposing verdict in each group showed a tendency to produce the un-proportionately large amount of L2 output, and take the leadership roles frequently, despite his or her low-WTC.

Effects of willingness to communicate on L2 output and leadership roles during jury discussions