Much of the empirical research on willingness to communicate, L2 self-confidence, and academic self-concept has been conducted

The gap

Evidence profile

Sourced from the stated research gap and limitations and recommendations and future-work section of the source papers, classified as general, drawn from work published between 2024 and 2026, spanning 5 journals. Those papers have been cited 8 times in total.

Supporting evidence — 5 representative gaps

• Willingness to Communicate, L2 Self-Confidence, and Academic Self-Concept: A Mixed-Methods Study of Vietnamese University Students in the UK (2025) · Behavioral Sciences · cited 7× · doi

  Much of the empirical research on willingness to communicate, L2 self-confidence, and academic self-concept has been conducted in classroom-based ESL contexts. There is limited understanding of how these variables interact in international academic environments. The study aims to address the gap in understanding the relationships among these constructs in the context of international English as a second language learners.

  generalstated research gap
  Keywords: much empirical research willingness communicate self-confidence academic self-concept
• The effects of informal digital learning, intrinsic motivation, and grit on online learning effort regulation and English achievement (2026) · Scientific Reports · doi

  Despite providing important insights, this study has several limitations that should be acknowledged when interpreting the findings. First, the study employed a cross-sectional design, which was chosen for feasibility and to examine associations among multiple constructs within a single time frame. However, cross-sectional data do not allow for causal interpretations. Future longitudinal and experimental studies are needed to track changes in motivation, grit, and online learning behaviors over time. Second, self-reports of the data were employed, which could be vulnerable to social desirability bias and biases derived from the participants’ own assessments of their behaviors. Third, because the sample was drawn from a single university, the findings may not generalize to all Saudi EFL learners. Future studies should include multi-institutional samples to enhance external validity. Fourth, the study focuses on a select set of psychological and digital learning variables, ARTICLE IN PRESSARTICLE IN PRESS ACCEPTED MANUSCRIPT which, while theoretically justified, do not fully capture the multifaceted nature of online language learning. Factors such as self-efficacy, teaching presence, digital literacy, L2 anxiety, and foreign language enjoyment may also significantly influence learners’ effort regulation and achievement. A broad model that incorporates these constructs could yield a holistic understanding of how affective, cognitive, and contextual variables interact. Future research should therefore employ multi-factor or mixed-method designs to examine these broader dynamics. Fifth, the main emphasis of the investigation was the use of SEM in the quantitative analysis, which provides important statistical insight but a limited semi-qualitative understanding of the students’ learning process. Future qualitative studies (e.g., interviews or reflective diaries) could provide deep insights into how students experience digital learning environments and how these environments can be optimized to support intrinsic motivation and grit. Lastly, these findings should be understood within the sociocultural context of Saudi Arabia, where norms of society, expectations of families, and religious values play an important role in influencing learners’ motivation, perseverance, and digital learning behaviors. As a result, the findings may not fully apply to other contexts, and therefore more cross-cultural research is needed to examine how these relationships might differ across educational settings.

  generallimitationsevidence 5/5
  Keywords: learning future digital important cross examine motivation behaviors learners insights employed sectional constructs within single
• Technology-Assisted Self-Autonomous Listening: Improving Vocabulary Skills (2026) · Studies in Self-Access Learning Journal · doi

  The present study is considered exploratory with some limitations that should be noted when interpreting the results. Firstly, while only one group pre- and post-tests were used to measure vocabulary development, other language skills, such as speaking, reading, and writing, were not considered. Secondly, only 19 Saudi learners from a single class section were used for the study. The results cannot be generalized to a larger population; future 143 studies must consider including a control group and an experimental group. Thirdly, while six to eight weeks were allowed for the intervention, only twelve audio files from LearnEnglish Teens were used. The autonomous listening intervention might have been limited. Fourthly, while a survey was used to collect data, only closed-ended questions were used on a Likert scale, and Google Forms were used for data collection rather than interviews. Fifthly, a control group was not used for comparison, which might have been definitive evidence. Sixthly, other factors, such as learners’ digital skills, motivation, and familiarity with autonomous learning, were not considered, which could have influenced their performance and perceptions.

  generallimitationsevidence 5/5
  Keywords: used group considered skills learners control intervention autonomous present exploratory limitations noted interpreting firstly post
• Investigating the Effectiveness of Synchronous E-Learning Tools on Developing EFL Learners' Language Communication Skills Among the Hashemite University Students (2024) · Theory and Practice in Language Studies · cited 1× · doi

  The efficacy of virtual classrooms in intensifying EFL students' communication competencies was the subject of this study. It is suggested that future research might focus on teachers' reflections on the same concerns. Additionally, this study used two methods for gathering data: classroom observations and a questionnaire. Future research might use various tools, such as interviews. A similar study might be conducted to investigate how virtual classes affect other EFL skills. A comparable study could be conducted to explore the impact of virtual classrooms on other English as a Foreign Language (EFL) skills. This current study concentrated on the enhancement of EFL communication abilities through synchronous learning sessions. To enhance the applicability of the study's outcomes, researchers are advised to adapt it by incorporating a larger student cohort, students with diverse educational contexts, or individuals from various geographical locations. THEORY AND PRACTICE IN LANGUAGE STUDIES603© 2024 ACADEMY PUBLICATION REFERENCES [1] Abu Alyan, A. (2013). Oral communication problems encountering English major students: Perspectives of learners and teachers in Palestinian EFL university context. Arab World English Journal, 4(3), 226-238. [2] Abu Bakar, N. A., Latiff, H., & Hamat, A. (2013). Enhancing ESL learners speaking skills through asynchronous online [3] [4] discussion forum. Asian Social Science, 9(9), 224-233. https://doi.org/10.5539/ass.v9n9p224 Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature (IJSELL), 2(6), 22-30. Alhmadi, N. S. (2014). English speaking learning barriers in Saudi Arabia: A case study of Tibah University. Arab World English Journal, 5(2), 38-53. [5] Al-Mahrooqi, R. (2012). English communication skills: How are they taught at schools and universities in Oman? English Language Teaching, 5(4), 124-130. https://doi.org/10.5539/elt.v5n4p124 [6] Appel, C., & Borges, F. (2012, Aug. 31-Sep. 3). Task Design for L2 Oral Practice in Audioblogs. Paper presented at the European Association for Computer-Assisted Language Learning Annual Conference, Nottingham, United Kingdom. [7] Alswilem, D. A. (2019). Saudi English Teachers' Use of Technology in Secondary Classrooms: Perceptions, Barriers, and 168-178. Improvement. Advances

  generalrecommendationsevidence 5/5
  Keywords: english language communication skills virtual classrooms students teachers learning learners journal speaking future various conducted
• Microphones on Unmute: Perceived Online English-Speaking Anxiety of Non-Native EFL Educators (2026) · The International Review of Research in Open and Distributed Learning · doi

  delve deeper into the underlying causes of online (perceived) ESA, identify its levels, and assess the quality of teachers' speech - administer studies to both teachers and learners to check the impact of teachers' ESA on learner achievements with pre-and post-tests - analyse students' perceptions of educators' oral involvement and the ways in which they distinguish more or less proficient online English-speaking teachers - incorporate teachers with diverse cultural and linguistic backgrounds from foreign/second language contexts into similar research designs - examine how educators' ESA mediates affective experiences to potentially improve their self-confidence, self-esteem, perceived competence, and personal efficacy

  generalfuture-work sectionevidence 5/5
  Keywords: delve deeper underlying causes online perceived esa identify

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