Seeking the source: The effect of personality and previous experiences on university students’ L2 willingness to communicate

Abstract

Eight female Japanese university students were interviewed using a semi-structured interview framework to determine the effect their personalities and past experiences have on their L2 willingness to communicate (WTC)—a psychological construct deeply connected to self-determination motivation. The eight participants were selected from a group of 69 students based upon both their English proficiency test scores (high and low scorers) and their WTC (high and low WTC) scores. After summarizing each learner’s profile, a comparison of students with low and high L2 WTC revealed that participants with high L2 WTC: (1) can visualize a future where their English abilities are essential, (2) are stimulated through integrative motivation with fellow students as well as teachers and 3) have positive personality features that can easily accommodate WTC. Furthermore, it was found that positive past experiences with language teachers and foreign peers contribute in significant ways towards understanding second language learners’ WTC. This knowledge should encourage language teachers at all levels to incorporate activities that create a positive atmosphere that facilitates WTC.