Sequencing inquiry tasks and video modeling examples to enhance L2 willingness to communicate.

This article reports on a study which aimed to see how different sequencing strategies for video modeling examples and inquiry tasks influenced EFL learners' willingness to communicate (WTC), anxiety, and communication competence. To this end, four general English classes (N = 80) were randomly assigned to video-task, task-video, video-video, and task-task conditions. Quantitative analyses showed that specific sequences of videos and tasks significantly and positively change learners' WTC, anxiety, and communication competence. Moreover, statistical analyses indicated that video-video condition significantly increased WTC and competence and lowered learners' anxiety. However, the results showed that task-task situation decreased WTC and communication competence and increased anxiety. Finally, some recommendations for facilitating WTC in L2 classrooms are presented. [ABSTRACT FROM AUTHOR]