A Longitudinal Study on Anxiety and Confidence Among Japanese University Students Studying English

Abstract

This article details the results of a longitudinal qualitative study which sought to examine dynamics in Japanese students’ self-reported anxiety, confidence regarding their English learning experiences and their attitudes to learning English. The data is drawn from responses from bi- annual interviews with three students from three different academically-tiered universities during their four years at university. The results demonstrate the variety of influences on learners from both inside and outside the learning environment that contribute to different levels of anxiety over time irrespective of academic tier. These include perceptions of breakthrough linguistic moments, student-student classroom interaction and the importance of the maintenance of vision of one’s future English-speaking self. The research also demonstrates the benefits of longitudinal research based on narrative enquiry employing fewer numbers of students to uncover considered experiential data which can help reflect the dynamic nature of language study.