Facilitating Second Language Willingness to Communicate in English: A Systematic Review on Types of Classroom-based Instructional Practices and Their Effects

Abstract

This study addresses the critical question of how classroom-based instructional practices impact second language willingness to communicate (L2 WTC) in English. Recognizing the central role of L2 WTC in fostering students’ active participation in English communication, this systematic review evaluates the scope, effects, and contextual factors of instructional practices designed to enhance L2 WTC. The primary aim is to synthesize existing research to identify effective strategies for fostering L2 WTC among English as a second/foreign language learners. Specifically, the review explores: (1) the types of instructional practices implemented in classroom-based settings to develop L2 WTC and their contexts; (2) the observed effects of these instructional practices on L2 WTC; and (3) other variables studied alongside L2 WTC and their effects. Empirical evidence from studies published between January 2018 and December 2023 was systematically reviewed using the PRISMA method. A total of 45 studies were selected from databases such as ERIC, Scopus, Web of Science Core Collection, and SpringerLink. The findings reveal that instructional practices focusing on interactive approaches, collaborative tasks, and personalized feedback are most effective in enhancing L2 WTC. Furthermore, variables such as anxiety, motivation, and perceived competence were found to significantly influence L2 WTC. This study highlights critical gaps in the literature, including limited longitudinal research and insufficient exploration of diverse learner populations. It concludes with recommendations for refining instructional practices and guiding future research to further enhance L2 WTC.