[in Japanese]

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This study examined relationships among possible L2 selves, intended learning effort, learner beliefs, and L2 willingness to communicate (L2 WTC) in 890 Japanese high school students learning English, using a questionnaire. Results showed that third-year students tend to have higher beliefs and intended learning effort than students in other grades. However, highly motivated third-year students did not indicate high L2 WTC.

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A compulsory course at a private university encompassed grammar-focused text practice through reading aloud ， fluency-based speaking activities and a practice lesson with a target grammar. Additionally， it placed an emphasis on autonomous and self-regulated learning， following the Gradual Release of Responsibility model and the cycle of self-regulated learning. The course demonstrated improvements in students' number of spoken words in one minute.

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[in Japanese]

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