Eight female Japanese university students were interviewed using a semi-structured interview framework to determine the effect their personalities and past experiences have on their L2 willingness to communicate (WTC)—a psychological construct deeply connected to self-determination motivation. The eight participants were selected from a group of 69 students based upon both their English proficiency test scores (high and low scorers) and their WTC (high and low WTC) scores. After summarizing each learner’s profile, a comparison of students with low and high L2 WTC revealed that participants with high L2 WTC: (1) can visualize a future where their English abilities are essential, (2) are stimulated through integrative motivation with fellow students as well as teachers and 3) have positive personality features that can easily accommodate WTC. Furthermore, it was found that positive past experiences with language teachers and foreign peers contribute in significant ways towards understanding second language learners’ WTC. This knowledge should encourage language teachers at all levels to incorporate activities that create a positive atmosphere that facilitates WTC.

使用半结构化访谈框架对八名日本女大学生进行了访谈，以确定他们的性格和以往的经历对他们的L2交流意愿（WTC）的影响，这是一种与自决动机密切相关的心理结构。根据英语能力测试分数（高和低分数）和他们的WTC（高和低WTC）分数，从69名学生中选择了八名参与者。在总结了每个学习者的个人资料后，对低和高二等能力的学生进行比较后发现，高和低二等能力的学生：（1）可以想象他们的英语能力至关重要的未来；（2）通过与同学的综合动机来激发以及教师和3）具有积极的人格特征，可以轻松适应WTC。此外，还发现，过去与语言老师和外国同行的积极经验对理解第二语言学习者的WTC做出了重大贡献。这些知识应鼓励各级语言教师开展活动，从而营造有利于世界贸易中心的积极氛围。