Language Teaching Research Quarterly

The concept of Willingness to Communicate (WTC) is essential for understanding Japanese learners’ engagement in English as a Foreign Language (EFL) classrooms. WTC, a complex construct that varies throughout interactions, is influenced by several factors, including corrective feedback. This study examines the situational WTC of four Japanese EFL learners, focusing specifically on its relationship with corrective feedback, an essential tool for teachers to help students recognize and correct their errors. The research involved low-intermediate and advanced speakers who participated in interactive communicative tasks with the researcher. Data were collected through recorded and transcribed spoken interactions, supplemented by participants' self-evaluations and a stimulated recall interview conducted after each activity. The analysis combined quantitative and qualitative methods to reveal fluctuations in WTC influenced by feedback type, timing, and delivery method. Findings offer valuable insights into effective feedback strategies, emphasizing their potential to enhance students’ WTC, engagement, and overall language proficiency in EFL contexts. This study underscores the dynamic nature of language learning and highlights the crucial role of well-timed, constructive feedback in fostering communicative competence and motivation among Japanese EFL learners.