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The present book reports on an empirical study aimed at examining whether EFL learners are willing to communicate when they are presented with communication opportunity and whether MacIntyre et al.'s proposed model (1998) is appropriate in an EFL context by shedding light on the relationship among communicative, sociopsychological, and linguistic variables in the Iranian context. A better understanding of students willingness to communicate in the second language helps teachers improve their use of the communicative language teaching approach to create more communication opportunities for language learners to use language for meaningful communication.
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