# L2 Willingness to Communicate in the Context of Online Learning Environments: A Systematic Review

## TL;DR

This paper reviews research on second language willingness to communicate in online learning, identifying key factors and highlighting gaps in current studies.

## Contribution

The study provides an integrated framework of determinants for online L2 WTC and identifies methodological gaps in the field.

## Key findings

- Research on L2 WTC in online learning is concentrated in Asian contexts.
- There is variability in how L2 WTC is measured across studies.
- More experimental and longitudinal studies are needed to understand L2 WTC dynamics.

## Abstract

Given the burgeoning interest in second language willingness to communicate (L2 WTC) in the context of second language acquisition (SLA) within online learning environments, and the current lack of systematic reviews on the topic, this study employed the PRISMA framework to conduct a comprehensive review of empirical research from January 2010 to March 2025. Through an analysis of 13 examined studies, this review synthesizes key determinants of online L2 WTC into an integrated framework comprising three interrelated dimensions: intrapersonal (e.g., trait-like affective variables and cognitive variables), mediating (state-like affective, cognitive, and interactional variables), and situational (teacher supports and online learning activities). The findings notably highlight the concentrated research attention in Asian contexts and variability in measurement approaches, while underscoring the need for more experimental, idiodynamic, and longitudinal designs to better understand the dynamics of L2 WTC in digital settings. This review identifies critical methodological gaps, offering a clearer foundation for future research in technology-mediated second language acquisition.