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As the importance of developing students’ communicative competence has been emphasized, activities in which students can have opportunities for speaking and communication have been widely employed in the Japanese English class. For learning or language acquisition to occur during communicative activities, students have to self-initiate their utterances (Shehadeh, 2001). This study, with Japanese high school students, examines whether self-initiation would occur effectively in three communicative activities involving only students. The results of this descriptive study revealed that successful self-initiated modified output did not occur frequently. Possible reasons for the findings, pedagogical implications and suggestions are proposed.

Self-initiated Modified Output on the Road to Comprehensibility