The willingness to communicate in a foreign language is a crucial aspect of language learning. This systematic literature review examines the influence of feedback, including peer-to-peer feedback, teacher´s feedback and computer-mediated feedback on student´s willingness to communicate in foreign language contexts. We included twenty selected studies conducted between 2000-2021, retrieved from the Web of Science and Scopus databases, to explore the role of feedback promoting or hindering students´ willingness to communicate. Our review suggests that factors like the fear of making mistakes and losing face can impede students’ willingness to communicate. We conclude by outlining pedagogical implications for enhancing students´ willingness to communicate in language teaching.

Objective: The paper presents the results of a research survey focused on individual combination therapy in individuals with motor deficits during childhood. The research was carried out in 2020/2021. Two patients were selected based on predetermined relevant criteria and participated in the research survey. Intervention approaches within the research survey were focused on the development of the motor skills of the chosen patients suffering from cerebral palsy or dyspraxia. Furthermore, the patients’ social adaptability was supported together with their independence and self-sufficiency in coping with everyday tasks. Sample: Two patients (N = 2) participated in the research survey based on intended sampling (i.e., motor deficit, age 7–9 years, participation in rehabilitation interventions max. 4 times a month). Based on the predetermined criteria, the two patients were contacted, one of which (N = 1) was diagnosed with cerebral palsy diparesis (ICD-10; G80.1: spastic diplegic cerebral palsy, 8.8 years of age), and the other patient (N = 1) suffered from developmental dyspraxia (ICD-10; F82: a specific developmental disorder of motor functions, 7.4 years of age). The single-case research design method was applied to process the results. This type of qualitative research enabled us to study in detail a small number of participants, specifically in our research (N = 2), one individual patient who suffered from cerebral palsy and the other individual patient diagnosed with developmental dyspraxia. The choice of two individual patients would help us to obtain a better idea of the effect of the chosen combination therapy. A standardized modified FIM test (Functional Independence Measure) was used to present the results. Results: The presented results of the research survey using the single-case research design method point to the following findings. The chosen intervention method using combination therapy demonstrably improved the patients’ conditions within the monitored indicators. When the intervention was omitted and only the usual rehabilitation procedures were conducted, the patients’ conditions deteriorated and decreased to the initial values. Conclusion: Based on the presented results, combination therapy appears to be an effective approach for individuals with motor deficits at a younger school age. The combination of selected rehabilitation approaches using classical procedures as well as robotically assisted therapy is desirable in practice as it meets the requirements for rehabilitation in the 21st century. The survey results offer conclusions and recommendations for practice regarding the research topic.

The article discusses issues associated with the manifestations of aggressive behavior in an individual diagnosed with moderate intellectual disability and behavioral disorders (according to ICD-10; F7; F711—moderate intellectual disability, significant impairment of behavior requiring attention or treatment). In the research survey, we focused on a client corresponding with relevant features. The research was carried out at the beginning of hospitalization, ongoing hospitalization, and the end of hospitalization, followed by a recommendation to limit the legal capacity of the client and his placement in a residential care home. The case study points out individual approaches to special education and psychology and outlines the key steps in the cooperation of selected helping professions suggesting conclusions and recommendations for practice regarding these selected issues. Upon the termination of our investigation, there was a rapid deterioration of the client being admitted to the intensive care unit with a follow-up treatment in a long-term intensive care unit.

From a pedagogical-psychological point of view, communication in teaching occurs between a teacher and a student or between students themselves. It contributes to the activation of internal mental processes, not only in participating individuals, but it benefits the entire class as a whole. Moreover, in the teaching of a foreign language, communication is not only the means of communication, but it also becomes the content of the lesson. Students verify their knowledge and improve their speaking skills through the meaningful use of the foreign language. The willingness to communicate construct answers the question of why some people are more inclined to share their thoughts, knowledge, and opinions verbally more than others. In the presented research, I investigated students’ willingness to communicate in English language courses on a sample of university students ( n = 350) using a quantitative questionnaire survey. The overall results indicate that students are generally willing to communicate in English language classes, i.e. the overall reported level of willingness to communicate among students was high, and the results of individual speech skills did not indicate significant differences. However, a closer look at individual speaking skills shows that students report a higher willingness to communicate for items that describe receptive speaking skills.