A bidirectional comparison of English and Japanese learners' willingness to communicate in their foreign language. (2022)

• Record Type: Journal Article
• Authors: Muroya, Akiko
• Is Part Of: Ampersand. Volume 9(2022)
• Publication Date: 2022
• Subjects: Willingness to communicate (WTC) -- Japanese EFL learners -- English JFL learners -- Self-perceived linguistic competence -- Actual linguistic competence; Linguistics -- Periodicals; 410.5
• DOI: 10.1016/j.amper.2021.100081
• Languages: English
• ISSNs: 2215-0390

Abstract

Abstract: This bidirectional study investigates the willingness to communicate (WTC) by first language (L1) Japanese learners of English as the foreign language (EFL) (n = 27) and L1 English learners of Japanese as the foreign language (JFL) learners (n = 12). Previous studies [e.g., 8, 25] have found that Japanese university students still struggled to improve their willingness to speak English, despite several years of oral communication classes. The goal of this study is to identify what makes Japanese EFL learners less willing to speak English, by comparing them with English JFL learners. This study examines 1) which factor affects the two learner groups' WTC in their foreign language more, actual or self-perceived linguistic competence; 2) whether speaking an L1 or L2 affects the WTC and self-perceived competence. A total of five linguistic tasks were administered to the two groups (age range 18–22) to measure their actual linguistic competence. An online questionnaire explored the group differences in WTC and self-perceived linguistic competence in L1 and L2 speaking contexts. Only the Japanese EFL group showed that self-perceived linguistic competence could have more impact on L2 WTC than actual linguistic competence. Both EFL and JFL groups showed higher WTC with individual and situational factors and self-perceived linguistic competence in the L1 speaking context than the L2 speaking context. Highlights: English JFL learners outperformed Japanese EFL learners in terms of willingness to communicate, actual, and self-perceived linguistic competence. Only Japanese EFL learners showed that self-perceived linguistic competence affected L2 WTC more than actual linguistic competence. Both groups showed that L2 WTC was positively correlated to actual linguistic competence, but only to wh -related accuracy rates. Both groups showed higher WTC and self-perceived linguistic competence in the L1 speaking context than the L2 speaking context.