Abstract
Employing the Complex Dynamic Systems Theory (CDST) as a theoretical framework, this study explores the interconnectedness of cognitive and affective components within the Willingness to Communicate (WTC) among eight undergraduate students in a university classroom in China. The eight students were divided into four pairs, engaging in a communication task in English, followed by self-ratings of WTC using software and stimulated recall interviews. Interconnectedness was examined on a per-second basis. Analysis of these interconnected interactions revealed five patterns across three st...
