Although the use of a second language (L2) in classrooms is crucial for students' L2 learning and development, students in English as a Foreign Language (EFL) contexts like Indonesia are often found to shy away from it. Thus, students’ willingness to communicate in English (L2 WTC) has become an area of interest. Despite the widespread use of online learning via video synchronous computer-mediated communication (VSCMC), few studies have explored L2 WTC in such environments. This study examined L2 WTC as students' commitment to using their L2 in an online course.
Microgenetic analysis (Feryok, 2020; Ushioda, 2016) was implemented to investigate six breakout room (BR) group discussions in Zoom at an Indonesian university, involving seven participants. The data comprised background questionnaires, recorded sessions, learning reflections, recall interviews, and offline interviews. A mixed-methods approach was used for data analysis, with quantitative measures of L2 use and qualitative analysis of communication and speakership functions, nonverbal behaviours, and factors influencing L2 WTC.
Informed by Complex and Dynamic Systems Theory (CDST), the findings supported previous studies revealing that students' L2 WTC varied, fluctuated, and stabilized in diverse ways, indicating a complex, dynamic, and adaptive system. Their patterns depended on their initial conditions. Verbal and nonverbal behaviours showed changes in L2 WTC through different stages of L2 WTC realization, from intention to communication and collaboration.
Factors influencing L2 WTC included internal and external factors, ranging from long-term influences and contextual factors to short-term influences, illustrating the complex interplay of these factors. The study highlighted that L2 WTC is mediated by technological and pedagogical tools and is socially constructed. It enhances our understanding of L2 WTC in online EFL settings, offering insights for improving teaching strategies to foster meaningful and enjoyable L2 communication opportunities while considering students' cultural backgrounds.
