The present chapter is devoted in its entirety to the presentation of the results of the study that applied what Peng (2014) has referred to as a situated lens to the examination of English majors' readiness to interact in the course of the three speaking classes that were chosen for thorough inspection. The analysis of the data collected by means of the research instruments described in Chapter 7: 'Data Collection' provided evidence for a substantial amount of variation in the levels of the participants' willingness to communicate (WTC) across the three groups, within those groups as well as within individuals. Additionally, some differences could be observed between the factors that the students reported to have contributed to increasing or decreasing their willingness to enter into ongoing interaction during the three classes under investigation. For the sake of clarity, a discussion of the findings will first concentrate on the comparison of WTC levels in the three classes and then the results for each will be presented separately with respect to temporal variation for all the students, individual variation in each class and the variables that the students indicated in the questionnaires as those that may have impacted their readiness to initiate or sustain communication.

Variation in WTC Levels Across Groups

As can be seen from Table 8.1 and Figure 8.1, the three speaking classes analysed for the purpose of the present study differed quite considerably with respect to the self-reported levels of WTC, the magnitude of fluctuations that the students' readiness to speak underwent and the pattern of those fluctuations over the 12 times in each class that the measurements were taken. When we look at the average levels of WTC, it is clear that the students tended to be most willing to make a contribution to the classroom interaction in Group 3 (M=5.42), while their readiness to speak in Groups 1 and Group 2 was almost identical (M=1.56 and M=1.52, respectively).