Speaker
Description
Linguistic risk-taking is a crucial yet often-avoided component of second language (L2) acquisition, frequently constrained by learner anxiety and low willingness to engage in communication. This presentation reports on a mixed-method study that revisits the “Linguistic Risk-Taking Passport” (MacDonald & Thompson, 2019; Slavkov & Séror, 2019), an intervention designed to scaffold and promote deliberate risk-taking as part of the L2 learning process, at a private university in Japan.
Drawing on findings from an in-house investigation into barriers and motivations regarding English use in our Self-Access Learning Center (SALC) (Mynard et al., 2025), the present research explores if the Linguistic Risk-Taking Passport — promoted by student SALC staff — can impact students’ willingness to communicate and their engagement in linguistic risks. It further examines the impact of the intervention on the types of risks they take and on related affective factors.
In this presentation, we will explain the intervention process, discuss preliminary findings, and share practical insights for implementing structured risk-taking activities and peer-led promotion within informal language learning environments.
| Presentation location | In person (Kumamoto) |
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