Investigating the Effect of Teacher Intervention on Learners’ Willingness to Communicate in the Japanese High School EFL Classroom

Abstract

A student’s willingness to communicate (WTC), often recognized as the degree of eagerness to participate in class, is an essential factor for success in second language (L2) learning. The concept of WTC is complex since it incorporates linguistic, psychological, and educational dimensions, as well as social, contextual, and individual variables. Considering that there are homerooms and a variety of opportunities for students and teachers to interact at Japanese high schools, it is not difficult to imagine that teachers significantly impact students’ emotions and WTC. However, few studies have been conducted to see the effect of teacher intervention on students’ WTC in the context of Japanese high schools. Therefore, this study aims to explore the complex and dynamic nature of WTC in a Japanese high school EFL classroom, with a focus on teachers’ roles and how they can influence learners’ L2 WTC. As a result of questionnaires, classroom observation, self-reports, and interviews, this study clarifies the essential roles that teachers can play in the Japanese high school EFL classroom. Specifically, teachers’ WTC-focused instruction utilizing Motivational Teaching Strategies (MotS) can promote learners’ desire to communicate (DC), and by focusing on the individual learners’ needs, teachers can enhance learners’ L2 WTC in the classroom.