Blamed but not at fault: anti-obesity medication adverse effects misidentified as perioperative complications - a comprehensive review and medicolegal warning for anesthesiologists.

A vast number of university students around the world learn English as a foreign language (EFL). It is considered a vital ladder for local and international opportunity in education and work (British Council & Studyportals Analytics and Consulting Team, ; Organization for Economic Co‐operation and Development [OECD], ). Optimising these students' English language learning in EFL classrooms while at university is thus important in tertiary education (Dörnyei, ; Jin, ) and for preparing the students to be successful members of society in the future (Zarrinabadi, ). It has been suggested that supporting English learning is significantly assisted by classroom environments that are conducive to language learning and acquisition (Dörnyei, ; Joe et al., ; MacIntyre et al., ; Wang et al., ), something which makes it important to pay attention to the psychological factors that facilitate language learning and teaching (Mohammadabadi, ; Wang et al., ; Zarrinabadi et al., ). When supporting students to learn English language for communication within the classroom, language teachers have long noticed that language learners' effort to communicate are closely associated with their motivation and inclination to do so (Li et al., ; Tsui, ; Yashima, ), or more precisely, their readiness or willingness to communicate (WTC): ‘the intention to initiate communication, given a choice’ (MacIntyre et al., , p. 369; see MacIntyre et al.,  for the pyramid model of WTC). These students may lack confidence and agency in the EFL classroom, reducing their WTC in English in that classroom (Cao, ; Gregersen et al., ; MacIntyre, ; Yashima, ). It has been noted that positive classroom support promotes students' confidence and motivation, which subsequently enhances their WTC (Dewaele et al., ; Khajavy et al., ; Peng & Woodrow, ; Wang et al., ). Self‐determination theory (SDT) offers a framework for understanding these processes. SDT is a theory of human functioning that posits there are motivational factors in an individual's environment that satisfy key psychological needs, that in turn impact important outcomes (Deci & Ryan, ; Ryan & Deci, ). SDT assumes that human motivational development becomes more likely when supported by the three basic psychological needs: autonomy (a sense of initiative and ownership in one's actions), competence (a sense that one can succeed and grow) and relatedness (a sense of belonging and connection) (Ryan & Deci, ; Ryan & Deci, ). As relevant to the education domain or classroom context, each of these factors is associated with academic outcomes (Niemic & Ryan, Niemiec & Ryan, ; Reeve, ; see Yamaoka,  and Zhang et al.,  for yields in motivation and achievement in the EFL context). The study extends this principle to language learning, contending that this same motivational process is important for developing a student's WTC in the EFL classroom.