L2 Anxiety and self-efficacy : Redefining the relationship in the Japanese EFL context with reference to motivation, procrastination behavior, and L2 proficiency

This study aims to explore the relationship between L2 anxiety and self-efficacy beliefs and redefine that relationship in the Japanese EFL context with reference to L2 motivation, procrastination behavior, and L2 proficiency. A total of 1,019 Japanese EFL students participated in this study. Three hypotheses related to the research, as mentioned above, were examined using correlation, cluster analysis, and ANOVA analyses with post-hoc tests. The results indicated that 1) anxiety and self-efficacy were neither two sides of the same coin (i.e., they were not related), nor did they form a trade-off relationship in the Japanese EFL classroom context; 2) four distinct categories of students could be identified in terms of the levels of anxiety and self-efficacy; and 3) L2 behavioral variables such as L2 motivation (separately measured by motivated learning behavior and by investment in learning), active and passive procrastination behaviors, and L2 proficiency all uniquely differed within each group, thereby forming four distinct profiles of L2 learners in the context. Details of the profile for each group and a developmental sequence found among the groups are herein discussed. Furthermore, possible pedagogical interventions for each group are proposed.