Short Presentation The Influence of Student Autonomy, Self-Efficacy, and Language Preferences on WTC in a Foreign Language more

Sat, Dec 18, 15:30-15:55 Asia/Tokyo

EFL learners must use their second language to learn but are often unwilling to communicate. Do learner autonomy, self-efficacy, and student preferences for instructional language influence student willingness to communicate (WTC)? Teachers promoted autonomous study with language-learning strategies and self-reports (Ochi, 2018) and self-efficacy with mind maps and translation, with debates as the communication goal. Participants (n=100) from first- and second-year EFL university classes in Western Japan completed questionnaires at the beginning, middle, and end of two 15-week terms. Findings revealed autonomy and self-efficacy were positively correlated with WTC throughout each term. Alternatively, student preferences for Japanese support were negatively correlated with, but later ceased to interfere with learner autonomy, self-efficacy, and WTC. The researchers will discuss findings and teaching recommendations.