[1] Aubrey, S. (2025). The relationship between task specific anxiety, enjoyment, and use of planned content across discourse stages of second language learners’ spoken task performances. Learning and Individual Differences, 120, 102677. https://doi. org/10.1016/j.lindif.2025.102677.
[2] Aubrey, S. C. (2022). The relationship between anxiety, enjoyment, and breakdown fluency during second language speaking tasks: An idiodynamic investigation. Frontiers in Psychology, 13, 968946. https://doi.org/10.3389/fpsyg.2022.968946.
[3] Aubrey, S & Yashima, T. (2023). Willingness to communicate in TBLT. In C. Lambert, S. Aubrey & G. Bui (Eds.), The Role of the Learner in Task-Based Language Teaching, pp.41-73. Routledge. https:// doi.org/10.4324/9781003227267-5.
[4] Bộ Giáo dục và Đào tạo. (2018). Chương trình Giáo dục phổ thông: Chương trình môn Tiếng Anh (Ban hành kèm theo Thông tư số 32/2018/TT-BGDĐT ngày 26 tháng 12 năm 2018).
[5] Boudreau, C., MacIntyre, P. D & Dewaele, J.-M. (2018). Enjoyment and anxiety in second language communication: An idiodynamic approach. Studies in Second Language Learning and Teaching, 8(1), pp.149–170. ssllt.2018.8.1.7.
[6] Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
[7] Dörnyei, Z., MacIntyre, P. D & Henry, A. (2015). Introduction: Applying complex dynamic systems principles to empirical research on L2 motivation. In Z. Dörnyei, P. D. MacIntyre & A. Henry (Eds.), Motivational dynamics in language learning, pp.1–7. Multilingual Matters.
[8] Ducker, N. T. (2022). Bridging the gap between willingness to communicate and learner talk. The Modern Language Journal, 106(1), pp.216-244. https://doi.org/10.1111/modl.12764.
[9] Hoàng Quốc Việt. (2026). Dual-Anchored Idiodynamic Method Instrument (Version 1.0) [Computer software].
[10] Hoàng Quốc Việt & Bùi Phú Hưng. (2023). Encouraging EFL students’ willingness to communicate inside Vietnamese high school classrooms: Teachers’ strategies and students’ beliefs. Applied Research on English Language, 12(2), pp.25-50. https://doi. org/10.22108/are.2022.134674.1968.
[11] Hoàng Quốc Việt., Nguyễn Văn Lợi & Lê Xuân Mai. (2025). Research on willingness to communicate in the Vietnamese context: Trends, findings, implications, and limitations. Vietnam Journal of Education Science, 21(3), pp.27-42. http://vjes.edu. vn/sites/default/files/vjes_-vol_21-is_03-27-42.pdf.
[12] Jaakkola, E. (2020). Designing conceptual articles: Four approaches. AMS Review, 10(1–2), pp.18–26. https://doi.org/10.1007/s13162-020-00161-0.
[13] Larsen-Freeman, D & Cameron, L. (2008). Complex systems and applied linguistics. Oxford University Press.
[14] Lê Văn Thịnh, Cunningham, U & Watson, K. (2018). The relationship between willingness to communicate and social presence in an online English language course. The JALT CALL Journal, 14(1), pp.43–59. https://doi.org/10.29140/jaltcall.v14n1.j223.
[15] MacIntyre, P. D & Legatto, J. J. (2011). A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect. Applied Linguistics, 32(2), pp.149–171. https://psycnet.apa.org/doi/10.1093/ applin/amq037.
[16] MacIntyre, P. D., Clément, R., Dörnyei, Z & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), pp.545–562. https://doi. org/10.1111/j.1540-4781.1998.tb05543.x.
[17] Mystkowska-Wiertelak, A. (2021). Fluctuations in willingness to communicate during a semester: A case study. The Language Learning Journal, 49(1), pp.1–12. https://doi.org/10.1080/09571736.2018.14 69660.
[18] Nguyễn Thanh Tâm. (2022). College students’ willingness to communicate and its influential factors in speaking classes. European Journal of Foreign Language Teaching, 6(3), pp.97–109. http:// dx.doi.org/10.46827/ejfl.v6i3.4433.
[19] Pawlak, M & Mystkowska-Wiertelak, A. (2015). Investigating the dynamic nature of L2 willingness to communicate. System, 50, pp.1 9. http://doi.org/10.1016/j.system.2015.02.001.
[20] Robinson, M. D & Clore, G. L. (2002). Belief and feeling: Evidence for an accessibility model of emotional self-report. Psychological Bulletin, 128(6), pp.934- 960. https://doi.org/10.1037/0033-2909.128.6.934.
[21] Saghafi, K & Shirvan, M. E. (2020). Rapid changes in foreign language learning anxiety caused by a multiplicity of topics: An idiodynamic approach. Journal of Language and Education, 6(1), pp.83 102. https://doi.org/10.17323/jle.2020.9684.
[22] Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, pp.333–339. https://doi.org/10.1016/j.jbusres.2019.07.039.
[23] Thủ tướng Chính phủ. (2025). Quyết định số 2371/QĐ TTg ngày 27 tháng 10 năm 2025 về việc phê duyệt Đề án “Đưa tiếng Anh thành ngôn ngữ thứ hai trong trường học giai đoạn 2025–2035, tầm nhìn đến năm 2045”. https://datafiles.chinhphu.vn/cpp/files/vb pq/2025/10/2371-ttg.signed.pdf.
[24] Wood, D. (2016). Willingness to communicate and second language speech fluency: An idiodynamic investigation. System, 60, pp.11-28. https://doi. org/10.1016/j.system.2016.05.003.
[25] Zhang, J., Beckmann, N & Beckmann, J. F. (2018). To talk or not to talk: A review of situational antecedents of willingness to communicate in the second language classroom. System, 72, pp.226 239. https://doi.org/10.1016/j.system.2018.01.003.