Willingness to Communicate in a Second Language: The Japanese EFL Context
2002/01/01 by Tomoko Yashima · 1,208 citations
Arts and Humanities · Psychology · #Computer science #Context (archaeology) #Discourse Analysis in Language Studies #EFL/ESL Teaching and Learning #Foreign language #Language assessment #Language proficiency #Language, Discourse, Communication Strategies #Latent variable #Mathematics education #Path analysis (statistics) #Psychology #Social psychology #Structural equation modeling #Willingness to communicate
paper · doi:10.1111/1540-4781.00136
published in Modern Language Journal 86(1), 54-66 (Wiley)
openalex publication_date 2002/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01
Abstract
Willingness to communicate (WTC) is emerging as a concept to account for individuals’ first language (L1) and second language (L2) communication. This study examined relations among L2 learning and L2 communication variables in the Japanese English as a foreign language context using the WTC model and the socioeducational model as a framework. A L2 communication model was constructed and tested using AMOS version 4.0, with a sample of 297 Japanese university students. In the model, a latent variable, international posture, was hypothesized to capture the general attitude toward the international community and foreign language learning in Japan. From structural equation modeling, it appeared that international posture influences motivation, which, in turn, influences proficiency in English. Motivation affected self‐confidence in L2 communication which led to willingness to communicate in a L2. In addition to this indirect path, a direct path from international posture to WTC in a L2 was significant. The model’s fitness to the data was good, which indicates the potential for using the WTC and other constructs to account for L2 communication.
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