NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1164155
Record Type: Journal
Publication Date: 2017-Nov
Pages: 11
Abstractor: As Provided
ISSN: EISSN-1072-4303
Psychological Attributes of Unwillingness to Communicate and Task-Based Instruction
Fukuta, Junya
TESL-EJ, v21 n3 Nov 2017
This study explored the longitudinal changes of Japanese EFL learners' psychological attributes of unwillingness to speak English in a task-based classroom. Thirty-three university students participated in this study. They engaged in a communicative task once a week for two semesters. They completed a questionnaire examining the psychological attributes of their task performance. The results suggest that overall task-based communicative lessons were effective in reducing unwillingness-related psychological attributes. The following qualitative analysis revealed that the learners became aware of the gap between their perceived and actual L2 skills, which reduced some learners' confidence. Additionally, the results indicated that personality, such as introversion, low-cooperativeness, or lack of sociability affected the extent to which unwillingness-related attributes were impacted. The paper concludes with a discussion of the positive effects of task-based lessons on Japanese EFL learners' unwillingness to speak English, and the possible latent variables which weaken the effectiveness of these lessons.
TESL-EJ. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A