A Correlation Analysis of Tech-based English Activities and Japanese Elementary Student Affective Variables

Abstract

This paper reports the results of a group of Japanese elementary school students involved in a confirmatory study regarding technology-based foreign language activities and affective variables. The students were all native Japanese in the same school in Nagano prefecture, Japan (N = 27). The purpose of the study was to confirm previous results reported by Tagami (2011b), whose students participated in the preparation of a video ‘letter’ to send to student in Australia. His students also viewed a video ‘letter’ sent by the students in Australia. His results showed strong correlations between tech-based foreign language activities, international posture, and motivation, their self-perceived communicative competence (aka self-confidence in using English in oral communication), and EFL willingness to communicate, and desire to visit foreign countries. Both studies used an identical self-report measure after the viewing of the other school’s video ‘letter’. The results herein show strong correlations between foreign language activities, motivation, and willingness to communicate; motivation and international posture; and willingness to communicate and international posture.  Also, the students reported that their interest in English improved when they realized English was a necessary means to communicate. Second, their willingness to communicate in English was supported through the activity. The results are discussed as they relate to teacher EFL classroom practice.