Chapter 1 Introduction 1
1.1 Research problem 1
1.2 Research motive 3
1.3 Research aim and questions 4
1.4 Significance of the study 5
1.5 Outline of this book 6
Chapter 2 Chinese Context 8
2.1 English in China 8
2.1.1 Definitions of China English 13
2.1.2 The impacts of dialects and Putonghua on English 14
2.2 College English 17
2.3 Willingness to communicate（WTC） 19
2.4 Conclusion 22
Chapter 3 Literature Review 23
3.1 Establishment of WTC in L1 24
3.2 Estahlishment of WTC in L2 28
3.3 Development of L2 WTC studies and theories 31
3.3.1 Recent L2 WTC studies outside China 35
3.3.2 Recent L2 WTC studies in China 43
3.4 The Chinese WTC model 52
3.4.1 Factors in the Chinese WTC model 52
3.4.2 Challenged collectivistic outlook of the Chinese 63
3.5 Conclusion 64
Chapter 4 Methodology 66
4.1 Research design 66
4.2 The case study approach 70
4.3 Research setting and participants 72
4.4 Instruments 74
4.4.1 Questionnaires 74
4.4.2 Documents 78
4.4.3 Student narratives 81
4.4.4 Classroom observations 82
4.4.5 Stimulated recalls 84
4.4.6 Semi-structured interviews 85
4.5 Data analysis procedures 88
4.6 Ethical issues 91
Chapter 5 Pilot Studies 93
5.1 Pilot Study One 93
5.2 Pilot Study Two 95
5.2.1 Data screen 95
5.2.2 Exploratory factor analysis（EFA） 97
Chapter 6 Study One 105
6.1 Data screen 105
6.2 Findings 107
6.2.1 Confirmatory factor analysis（CFA） 108
6.2.2 Multi-group confirmatory factor analysis（MGCFA） 112
6.2.3 Structural equation modeling（SEM） 118
6.2.4 Multi-group structural equation modeling（MGSEM） 123
6.3 Discussion 130
6.3.1 Research Questions One—personal factors that facilitate or hinder BE students'WTC,and Three—interactions between personal and contextual factors 133
6.3.2 Research Question Four—pedagogical changes 138
6.4 Conclusion 140
Chapter 7 Study Two 142
7.1 Participant information in qualitative studies 142
7.2 Document analysis outcomes 144
7.3 Classroom observation findings 147
7.4 Teacher interview results 155
7.4.1 Teacher with weak classroom context 157
7.4.2 Teacher with supportive classroom context 160
7.5 Discussion 163
7.5.1 Research Question Two—contextual factors that facilitate or hinder BE students'WTC 163
7.5.2 Research Question Three—interactions between personal and contextual factors 167
7.5.3 Research Question Four—pedagogical changes 168
Chapter 8 Study Three 172
8.1 Student narratives 172
8.1.1 High WTC and weak context 174
8.1.2 High WTC and supportive context 176
8.1.3 Low WTC and weak context 178
8.1.4 Low WTC and supportive context 180
8.2 Stimulated recalls 182
8.3 Student interviews 184
8.3.1 Societal context 186
8.3.2 Personality 188
8.3.3 Motivation 189
8.3.4 Attitudes 192
8.4 Discussion 193
8.4.1 Research Question One—personal factors that facilitate or hinder BE students'WTC 194
8.4.2 Research Question Three—interactions between personal and contextual factors 197
8.4.3 Research Question Four—pedagogical changes 199
Chapter 9 Discussion 203
9.1 Combining findings 203
9.1.1 A three-dimension Chinese L2 WTC model 203
9.1.2 Data combining outcomes 206
9.2 Relating findings with previous L2 WTC studies 208
9.3 Lack of teacher support 210
Chapter 10 Conclusions 213
10.1 Research mission of the study 213
10.2 Summary of findings 215
10.2.1 Research Question One-personal factors that facilitate or hinder BE students'WTC 216
10.2.2 Research Question Two—contextual factors that facilitate or hinder BE students'WTC 218
10.2.3 Research Question Three—interactions between personal and contextual factors 220
10.2.4 Research Question Four—pedagogical changes 221
10.3 Limitations and future research 224
10.4 Conclusion 225
References 227
Appendix A WTC Questionnaires in Spoken English in English Language Classrooms 257
Appendix B Classroom Observation Sheet 265
Appendix C Stimulated Recall Questions 266
Appendix D Interview Questions with BE Students 267
Appendix E Interview Questions with English Teachers 270
Appendix F Thematic Coding of Qualitative Data 271
Appendix G A Sample Student Narrative 272