Authors: Saranyaraja Muthumaniraja, Divyabha Vashisht, Payal Khurana
Abstract: Japanese university EFL learners often struggle with low participation in speaking activities due to a combination of affective factors, including high communication anxiety, low speaking confidence, limited self-efficacy, and reduced Willingness to Communicate (WTC). While each construct has been widely studied, existing research typically examines them in isolation, leaving little clarity on how these variables interact to influence Japanese learners’ communicative behavior. The purpose of this theoretical paper is to propose the Integrated Affective Model for Japanese EFL Communication (IAM-JEC), a conceptual framework that unifies these four factors into a single system. The model describes how self-efficacy strengthens speaking confidence, how both variables reduce anxiety, and how these combined affective pathways shape learners’ readiness to communicate in English. By emphasizing Japan's cultural and educational context, characterized by classroom silence, perfectionism, and fear of negative evaluation, the model underscores the need for an integrative approach to effective research. The IAM-JEC offers valuable implications for teachers designing confidence-building and anxiety-reducing interventions and provides researchers with a testable framework for future empirical studies. This model aims to guide a more holistic understanding of Japanese EFL learners’ communication behaviors and support improved pedagogical practice.
