ニホン　ノ　エイゴセンコウ　ガクセイ　ニ　オケル　ピアコミュニケーション　ジシン　パートナー　ノ　センコウ　オヨビ　エイゴノウリョク　ノ　ソクテイ

This study investigates the progression of English proficiency, peer communicative confidence, and partner preferences across the academic years of Japanese university students majoring in English. Drawing on the literature surrounding affective factors in second language acquisition, particularly foreign language anxiety (FLA) and its impact on speaking confidence, the research explores how these emotional variables influence language learning experiences. A survey conducted with 174 participants from first to fourth-year English majors at a Japanese university examines changes in English proficiency, peer speaking confidence, and preferences for communication partners (friend vs. stranger). Results show a gradual increase in English proficiency and peer communicative confidence over the course of students' university life. Additionally, the majority of participants preferred communicating with friends, though this preference decreased slightly as students advanced in their studies. This study contributes to the understanding of how emotional and social factors shape language learning, highlighting the role of peer interactions in fostering both language development and anxiety. It suggests that further investigation into peer dynamics and anxiety-triggering contexts is essential for creating more effective language learning environments.