Learners' self-concept and use of the target language in foreign language classrooms

This study examines how Japanese language learners' self-concepts in the language learning domain are constructed and how they relate to the learners' spontaneous speech in Japanese in the classroom in the transition period from school to university. Data was collected from four learners by means of diary writing and interviews along with in-class observation and audio-recording for approximately three months (one semester). Three learners initially avoided speaking Japanese in class due to fear of making a mistake—this did not contribute to the development of positive self-concepts. However, their self-concepts did gradually become more positive through their experiences of speaking Japanese with their classmates and overcoming their embarrassment when they made mistakes. The other learner, who was already confident in her speaking ability, found that interactions in Japanese with her classmates were not useful for the development of her speaking skills. Although her confidence did not decrease, her self-concept did not become more positive.