In the context of globalization and increasingly frequent intercultural communication, L2 willingness to communicate (WTC) is a crucial factor influencing language acquisition, use, and teaching. Despite the growing body of L2 WTC research, there is a paucity of systematic reviews in this area. This study conducts a comprehensive review of 44 empirical articles (2019-2024) sourced from SSCI and KCI/KISS journals, focusing on WTC among Korean and English language learners. The analysis delves into research trends, participant demographics, methodologies, and thematic emphases. Notably, there has been a marked increase in publications since 2020. Korean WTC studies predominantly feature in education journals, concentrating on Korean as a second language (KSL) contexts. Conversely, English WTC studies are more prevalent in psychology journals, focusing on English as a foreign language (EFL) environments. The primary cohort of participants in these studies comprises university students. Methodologically, both fields heavily favor large-scale quantitative designs, although longitudinal approaches are more prevalent in English-focused studies. The majority of investigations center on the antecedents of WTC, with limited exploration of its impact on learning outcomes. The findings underscore substantial research gaps, particularly the necessity for diversified methodologies and in-depth examinations of Korean learners’ WTC.

I. 서론
II. 연구 방법
    1. 분석 대상 선정
    2. 분석 기준 확립
III. 분석 결과 및 논의
    1. 발행 현황 분석
    2. 연구 대상 분석
    3. 연구 방법 분석
    4. 연구 주제 분석
IV. 결론 및 제언
참고문헌

• 하소함(고려대학교) | Ha So-Ham
• 유석훈(고려대학교) | You Seok-Hoon Corresponding author