A scoping review of willingness to communicate in language education: premises to doubt, lessons to learn, and future research questions to examine

The assessment encompasses essential concepts and their related measures about the information gathered. The conceptualization within a study becomes imperative to ascertain the corresponding variables and establish appropriate methodologies for their measurement. The willingness to communicate (WTC) concept, an individual's engagement in communication when given the opportunity, has become a crucial point in second language (L2) learning due to language use and communication. While studies have rendered valuable insights into the differing presentations of L1 WTC and L2 WTC, the subject remains largely unexplored concerning the conceptualization and assessment of L2 WTC in the digital settings and English as a foreign language (EFL) context. The scoping review can aid in advancing our knowledge in this area of investigation by exploring the scope of available research literature on a topic by identifying key concepts and sources of evidence as well as identifying strengths, weaknesses, and gaps in the research that inform practice in the field, deepen assessors' knowledge in the field, and highlight areas that require further inquiry. This study conducted a five-stage scoping review, including (1) establishing the scoping review questions, (2) identifying the related research, (3) determining the inclusion criteria of studies, (4) outlining the data, and (5) analyzing and reporting the results. Six databases, ERIC (ProQuest), APA PsycINFO, JSTORE, Elsevier (Scopus), Web of Science Core Collection, and Semantic Scholar, were used for scoping data. Forty-seven studies were included in the final analysis. The results discuss the WTC conceptualizations and their directions in L1, L2, and EFL contexts. Furthermore, the results discuss the conceptualization of classroom-centered and context-bounded WTC, operationalization of WTC in digital and EFL contexts, methodological approaches applied for evaluating WTC, the evaluation of teachers' status in WTC conceptualization, and future directions. The discussions would prove useful in expanding our understanding of how to act toward L2 WTC and the assessment knowledge. Moreover, they would have significant implications for teachers, researchers, assessors, and practitioners in this field. Further, we hope this paper sparks renewed interest in L2 WTC by generating new ideas for researchers to conduct further research.