| Summary: | The present study investigates the variables believed to relate to and affect Japanese language students’ willingness to communicate in Japanese in online learning situations. This study was a quantitative study that used questionnaire data as the main data distributed through the Google Form platform. A total of 81 Japanese language students from three universities participated. The findings showed that anxiety negatively correlated with willingness to communicate inside the classroom. Meanwhile, self-rating and virtual intercultural experiences positively correlated with willingness to communicate inside the classroom, outside the classroom, and in digital settings. The regression analysis showed that language anxiety, self-rating, and virtual intercultural experiences variables had a minor effect on willingness to communicate inside the classroom (19%) and digital setting (22.5 %). The results of this study indicate that besides the factors of anxiety, self-rating, and virtual intercultural experience, other variables are considered to be more contributing to how Japanese language students have the will to communicate in the target language.
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