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Accepted Paper
Paper long abstract
Foreign language anxiety (FLA) has been extensively researched since the 1980s, primarily in the context of English language education. In recent years, particularly since the onset of the COVID-19 pandemic, FLA has attracted renewed scholarly and pedagogical attention. Understanding learners’ anxiety both inside and outside the classroom is essential for teachers not only to facilitate effective classroom management but also to foster more inclusive educational practices. However, research into Japanese language learners, particularly those who study at European universities before, during and after their period of study abroad, has remained extremely limited to this day.
This presentation focuses on a series of interviews conducted as a follow-up to a quantitative FLA study previously undertaken by the authors at their university, with the aim of qualitatively exploring Japanese learners’ anxieties and beliefs. The interviews were conducted online with seven Japanese language learners: one pre-study abroad, two during study abroad and four post-study abroad. Each semi-structured interview lasted approximately 40-60 minutes and addressed topics, such as anxiety in language learning, beliefs about language learning and acquisition, and learning environments within and beyond the classroom. The interviews were automatically transcribed using Microsoft Teams and subsequently analysed following Braun and Clarke’s (2006, 2019) reflexive thematic analysis framework. The authors coded and categorised keywords to identify recurring themes.
The preliminary analysis revealed prominent themes closely associated with both causes of anxiety and their mitigation, including speaking and presentation activities in class, specific language skills, learning communities and support networks within and beyond classroom and influence of study abroad experiences. Furthermore, learners’ beliefs regarding language aptitude, language acquisition and future opportunities for language use were found to shape fluctuations in their anxiety levels.
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References
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/.
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806/.
| Abstract in Japanese (if needed): | 日本語学習者の不安を理解する ―外国語学習の経験とビリーフに関するインタビュー調査― 森本 一樹（リーズ大学） 吉野 亜矢子（リーズ大学） 外国語学習における不安（FLA)に関する研究は1980年代以降主に英語教育を中心に幅広く行われてきたが、近年のコロナ禍以降、特に注目を集めている。教室内外の学習者の不安を理解することは、円滑で効果的な教室運営のみならず、包括性を重視した教育活動を志す現場の教師にとって不可欠と思われる。しかしながら、日本語学習者、とりわけ欧州の大学にて留学前後および留学中の学習者を対象にした研究は今日まで非常に限定的である。 本発表では、筆者らの所属大学にて行ったFLAとビリーフに関する量的研究のフォローアップとして行ったインタビュー調査に焦点を当て、学習者の不安およびビリーフを質的に探る。 インタビューは、留学前1名、留学中2名、留学後4名の計7名の日本語学習者を対象にオンラインで個別に行い、約40‐60分の半構造形式にて、言語学習における不安、言語学習や習得に関するビリーフ、教室内外の学習環境等について尋ねた。それぞれのインタビューはMS Teamsにより自動的に文字起こしを行った後、Braun and Clarke (2006, 2019)の再帰的テーマ分析の手法を用いて、筆者らがキーワードのコード化、分類を試みた。 暫定的分析の結果、教室活動における発話、発表の方法、特定の技能、教室内外の学習コミュニティとサポートネットワーク、留学の影響等、不安の要因や解決策と結びつきの強いテーマが発見された。また、言語適正や言語習得、将来における言語利用の機会に関するビリーフが不安の増減に影響を与えていることも確認された。 ________________________________________________________________ 参考文献 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/. Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806/. |
Association of Japanese Language Education: 2
Session 6 Saturday 29 August, 2026, -