Few previous studies have investigated the relationship between global perspective (GP) and willingness to communicate (WTC) in English. Hence, more studies are needed to validate their correlation. Furthermore, hardly any pertaining studies have been conducted at English Medium Instruction (EMI) universities. As such, the current study aimed to fill these gaps in the context of an EMI university in China, by investigating whether GP correlates with second language (L2) WTC and what factors impact the two variables. Data were collected from students via an online questionnaire (n = 315) and follow-up interviews (n = 11). The questionnaire findings confirmed a moderate positive correlation between GP and L2 WTC. The interview data unraveled that several factors influenced students’ L2 WTC, including needs and motivations driving L2 WTC, concerns constraining L2 WTC, and intercultural cognition facilitating L2 WTC. These findings suggest that: (A) students could be more determined to practice their English if they realize the significance of the role of English in their life; (B) teachers could foster students’ WTC by creating a non-threatening English-speaking environment and encouraging students to communicate in English in and outside the classroom; and (C) teachers could educate students about GP and L2 WTC, which might help to expand students’ horizon and stimulate their interests in foreign cultures and global affairs, so as to facilitate the sustainable growth of their English learning.

Informed by the poststructuralist theory, this study investigates the case of Ming, a Chinese professor of English, about the impacts of his first language (L1) and second language (L2) learning experience, and the changes of social contexts on his L1 and L2 identities construction. It was found that being a learner of English as a Foreign Language (EFL), Ming’s identities development aligned with the poststructuralist theory, in which it is considered dynamic, fluid and conflicting. Ming negotiated and renegotiated his identities in various social contexts in China and the United States and finally gained acceptance into the L2 academic community. This study not only analyzes Ming’s experience with his language learning and identities, but also unravels that conflicts may be part of the process of identities construction, and encourages learners to be persistent and emotionally resilient, while using certain strategies to retain a stable L1 identity so that they can navigate through the negative encounters during the second language acquisition (SLA) process to sustain the development of their identities and L2 abilities.

the idea of a peer assessment form mentioned here, although the team evaluation form in the Appendix does not address the situation of uneven contributions.Why limit the readership of this book to language teachers, as the title suggests? Most of the content could easily be adapted by all classroom teachers to suit their students. For readers whose appetite has been whetted but not satisfied by this book, there are 32 references, six of them co-written by Hafner. At the time of writing this review, international travel, and therefore conference attendance, are practically at a standstill; therefore, it is good that books like this one are being published and that, unlike their readers, they can fly around the world.

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