Relationships Between Foreign Language Anxiety and Willingness to Communicate Among Japanese EFL Learners

pp.1-12 Satomi Fujii


Language learning can be stressful for learners when they are required to communicate with classmates using the target language. In such situations, high-anxious learners often feel frustrated compared to low-anxious learners. Feelings of language anxiety may obstruct learner’s willingness to communicate (WTC). However, not many studies have elaborated straight-forward relationships between these two variables. Thus, this study seeks to ascertain: 1) the correlations between language anxiety and WTC, 2) the differences of WTC between high-anxious and low-anxious learners, and 3) learner willingness to use the four skills in English. A total of 145 university students participated in this study. Results indicated the significant negative correlation between language anxiety and WTC. Results of the t-test indicated significant differences in WTC scores among high-anxious and low-anxious learners. As a result, the negative relationships between language anxiety and WTC as well as a clear contrast in high- and low-anxious learners’ WTC were established.

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Print ISSN:2188-8728   Online ISSN: 2188-2274