Investigating WTC and language anxiety among intermediatelanguage learners in face-to-face interaction

This study examines language anxiety and wtc in language learners. The different perspectives ofanxiety revealed from both analyzes show that a better understanding of language classroomanxiety and cognitive test anxiety can help students and teachers to optimize their foreign languagelearning and teaching practices. Based on data collected through classroom observations, elicitedrecall interviews, and reflective journals, it was found that situational WTC in L۲ classrooms is ajoint effect of individual characteristics including self-confidence, personality, emotions, andperceived opportunity to communicate and the classroom. The findings suggest that languageteachers should pay attention to the interdependence of all these factors that create students' WTCin the classroom.

کلیدواژه ها:

language anxiety ، wtc ، in L۲ classrooms