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

Abstract

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 on the straightforward 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. The results indicate a significant negative correlation between language anxiety and WTC. The result of the t-test indicates significant differences in WTC scores between high-anxious and low-anxious learners. Thus, the negative relationships between language anxiety and WTC as well as a clear contrast in high-and low-anxious learners' WTC are established.