@article{oai:hokuriku.repo.nii.ac.jp:00000632,
 author = {雨野, モリー and 下條 , 紗季 and Ameno-Gill, Molliey and Gejo, Saki},
 issue = {50},
 journal = {北陸大学紀要, Bulletin of Hokuriku University},
 month = {Mar},
 note = {Previous research has shown that WTC in the target language is predicted by
examining ELL’s levels of anxiety, motivation, and self-confidence (MacIntyre,
1994; Yashima, 2002); however Japanese EFL learner and teacher interactions
have not been closely examined. To better understand JEFLs’ willingness to
communicate in the L2, and how teachers affect students’ WTC, a revised version
of Matsuoka’s (2004) WTC survey was administered to 69 Japanese EFL university
students. Participants ranked willingness to perform tasks in the L2 with their
English faculty’s language teachers, revealing relatively low levels of WTC in the
L2 across both native and non-native teachers. After examining mean scores,
outliers, and previous WTC research, probable causes for lack of WTC included
demotivation, teachers’ behaviors and teaching styles, and student-teacher
interactions. Based on these findings, communicative pedagogical strategies and
methods are recommended for educators teaching in a Japanese EFL environment.},
 pages = {77--100},
 title = {Japanese EFL Students’ Willingness to Communicate in the L2 － Causes and Solutions －},
 year = {2021},
 yomi = {アマノ, モリー and ゲジョウ, サキ}
}