Keywords
idiodynamic method
state level WTC
dynamic WTC
English as a second Language
How to Cite
Abstract
This study investigates the moment-to-moment fluctuations in Willingness to Communicate (WTC) among Malaysian ESL undergraduates during small-group speaking tasks. Six English major students were divided into two groups of three, and each group completed a guided discussion. Afterwards, the participants carried out video-based self-ratings using the Idiodynamic Software, followed by stimulated recall interviews. The findings show that learners’ WTC did not progress steadily but shifted sharply within the same interaction as they responded to real-time conversational conditions. WTC increased when learners discussed familiar or personally meaningful topics, received supportive peer responses, or perceived a communicative purpose such as persuading or maintaining conversational flow. In contrast, WTC declined when learners lacked topic knowledge, stepped back to allow others to speak, or experienced brief insecurity or idea exhaustion. These rapid shifts, occurring within seconds, indicate that WTC operates as a real-time state shaped by immediate emotional and situational cues rather than fixed personal traits. The study contributes to Complex Dynamic Systems Theory (CDST)-informed WTC research and demonstrates the value of the idiodynamic method for capturing micro-level communicative behaviour. Pedagogically, the findings highlight the importance of context-sensitive and emotionally attuned classroom practices that can support learners’ willingness to participate in L2 communication.
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