HOW TO MOTIVATE DE-MOTIVATED JAPANESE COLLEGE EFL LEARNERS

This paper presents a synopsis of the Japanese educational system and the inherent effects it has on Japanese learners of English as a necessary background for understanding how these learners have been conditioned as they enter their university studies. By replicating a study first performed by Sugita in 2008 on the effects of academic events on the motivations of secondary school "English as a Foreign Language" (EFL) students, this study seeks to shed light on whether or not similar effects can be found in university EFL students. Journal surveys were utilized to collect data concerning students recorded internal and external influences in regards to their English studies. The results showed marked differences between Sugita's secondary students and the university students from this study, namely in the levels of intrinsic motivations with regards to their English study, a reduced role of tests and other academic events as motivators for studying, and an overall lower level of motivational strength regarding English learning despite reporting a similar amount of study time per week as Sugita's secondary students.

Zenodo (CERN European Organization for Nuclear Research), 2023

The researchers of this study aimed to examine the influence of self-efficacy on the English learning motivation of freshmen college students. The study was conducted during the first semester of the school year 2021-2022 among the 144 freshmen college students of San Agustin Institute of Technology. Specifically, the study aimed to: determine the level of self-efficacy and English learning motivation of the respondents, find out whether self-efficacy is significantly correlated with English learning motivation, and examine if self-efficacy predicts the English learning motivation of the respondents. This study adopted a quantitative approach employing non-experimental research design using descriptive-correlational research techniques. An adapted questionnaire from the study of Torres and Alieto (2019) was used as an instrument to gather data from the respondents. Mean, standard deviation, Pearson product-moment correlation analysis, and simple linear regression analysis were used to treat the data. The results showed that the freshmen college students demonstrated a high level of self-efficacy that stemmed from reading manual instructions of gadgets, poems, essays, short stories, and novels in English. Moreover, the respondents demonstrated a very high level of English learning motivation as well. They believed that learning English would be able to help them for their future ventures. Furthermore, the correlation analysis revealed a significant relationship between self-efficacy and English learning motivation. Finally, through regression analysis, the study revealed that the respondents' level of self-efficacy could significantly influence their English learning motivation. In essence, self-efficacy plays a crucial role in learning a second language.

2016

As globalisation becomes an increasingly important issue, developing second language acquisition (SLA) in English is also becoming a major challenge. Since the commencement of high-speed rail services, foreign tourist numbers are expected to increase in Kanazawa City, where this research participants’ school is located, and the increased opportunity for linguistic, commercial, and cultural exchange will likely require greater English ability. Based on these factors, this study investigated how this change in Kanazawa City has effects on university students’ English learning, their learning motivation, and ‘international posture.’ This study used questionnaires and Cambridge English Examinations on three occasions from 2014-2015. Questionnaires and Cambridge English Examinations conducted in February 2015 showed that the students’ English ability, motivation, and international posture scored the lowest. This indicated that English classes are the only place to enhance English ability...

Motivation has long been identified as one of the main factors affecting English language learning . This study examined the type and level of English language learning motivation ( instrumental or integrative) of 30 first-year undergraduate students at an international institute of engineering and technology in Thailand. A modified motivational survey of 20 items adapted from Gardner's Attitude/ Motivation Test Battery (AMTB) was conducted. The data were analyzed by means of frequency, percentage, arithmetic mean and standard deviation. The main findings show that the students are relatively "highly" motivated and found to be slightly more "instrumentally" motivated to learn English. This reveals that instrumental motivation is a significant factor among this group of students learning English. Based on this study's findings, some relevant and useful motivational learning implications are recommended for enhancement and improvement of the students' motivation. Relevant language improvement programs and activities are also discussed in accordance with the students' language difficulties as communicated in the open-ended questions to increase their motivation in English language learning.

European Journal of English Language Teaching, 2021

Motivation is regarded as an influential factor in the success of any activity. It plays a significant role in reaching the desired goals, including learning English. This research aims to analyze the students' motivation and factors affecting their motivation to learn English. The population of this study was 326 freshmen in nine faculties of natural sciences at Tay Do University. The quantitative data was collected through the questionnaire and analyzed by SPSS software. The results show that the students had motivation to learn English, but their motivation levels were not high. Additionally, the students had both intrinsic and extrinsic motivation. However, the latter was higher than the former. Moreover, the results also indicate factors affecting learners’ motivation. The research findings contribute to improving English teaching and learning quality in Vietnam in general and in Tay Do University in particular. Article visualizations:

Conference: ACLL2019 Stream: Psychology of the learner, 2019

Motivation, both intrinsic and extrinsic, are no doubt essential components to successful language learning. Addressing these factors, English as a Foreign Language (EFL) teachers in Japan exhaust their resources-thinking and employing a variety of strategies and materials-to encourage Japanese students and keep them motivated. However, in spite of these efforts, problems regarding decreased motivation are still seen to arise. Demotivation has become particularly noticeable among Japanese learners who show hesitation in speaking and participating in English class discussions. As noted by Uchioda (2013:9), 'demotivation is obviously viewed as a significant phenomenon in English language education in Japan'. Hence, to identify the root cause of this problem, the current study focused on identifying the factors that demotivate and inhibit Japanese students' participation in their English classes. In this research, a descriptive survey research design was utilized. The data used in the study was from the responses of 246 Reading classes' students and 56 Communication Classes' students from three universities in Tohoku. Respondents, who were initially identified using the purposive sampling technique, gave responses voluntarily. Data analysis revealed that Japanese EFL students patently lack interest in English as a class subject itself. Analysis of individual respondent profiles versus a variety of demotivating factors also unveiled significant differences. Further studies are recommended to address students' lack of interest in English language learning and examine the sources of this problem.

TESOL Journal, 2013

Learner motivation is considered a vital factor in second language instruction. An analysis of motivation types and degrees can reveal learners' expectations and learning objectives. The present study analyzes the motivational patterns of a group of English for academic and professional purposes (EAPP) learners while focusing on types and degrees of motivation. The sample comprised 37 participants who were students in the EAPP program at a graduate school in California. The types of motivation were classified as intrinsic, extrinsic, or both, and the degrees of motivation were determined as low, medium, or high. The participants rated statements related to motivation type and degree on two Likert-type scales in a self-report questionnaire. The study reveals that most of the students had both types of motivation and their motivation degree was at a medium level according to the measurement scale. The results can help course instructors and administrators make informed decisions and choices in planning and revising the curriculum.

2015

Attitudes and motivational beliefs are seen as an essential prerequisite for language learning so both of them should be taken into consideration through this process. The study was designed to investigate the undergraduates’ motivational beliefs and attitudes regarding learning English in terms of gender, grades and department variables. A total of 447 undergraduates participated in this research study. The measuring instruments used were ‘Attitudes towards English Scale’ that focused on the attitudes towards learning English and ‘Motivated Strategies for Learning Questionnaire’ specifically on self-regulatory strategies and motivational beliefs. The data collected were computed and analyzed via Pearson correlation, t-test, and one-way ANOVA. The findings of the study were generalized in the way that follows: one of the findings of the study is that there is significant correlation between the undergraduates’ motivational strategies and the attitudes but not self regulation. There ...

International Research Journal of MMC, 2021

This research article attempts to evaluate B.Ed. first year students’ major motives for learning English A cross-sectional survey design was adopted to accomplish the research study. The twelve questions as a data collection tool were administered to the students across three campuses of Makawanpur District, Nepal in the Academic Year 2019-2020. The study showed that a large number of the students learnt English to have good job opportunities in the country, whereas the smallest number of students learnt it to be tourist guides. The chi-square tests showed that there was statistically significant association between sex and the motives for learning it, whereas there was no statistically significant association between campuses and motives for learning it. The findings of the research study indicated that students learnt English for fulfilling differing purposes in their life. Their attitude towards learning English was found to be dissimilar.

Over the last few decades, much has been researched and written on the subject of language learning motivation (LLM). The literature is also replete with analyses and critiques of the "examination hell" (shiken jigoku ) brought on by the Japanese university entrance examinations (UEE). However, few researchers have approached the study of LLM by incorporating the effects of the UEE into motivational models. As the most popularly accepted model of LLM was developed in second language learning (SLL) rather than foreign language learning (FLL) contexts, why this would be so is not particularly puzzling. In SLL contexts, entrance examinations tend to be of little or no consequence. What remains a mystery is why those who teach populations that have entrance examinations (e.g., many East Asian countries, including Japan) have not attempted to account for the effects of UEE study on motivation. After all, it is not diffi cult to imagine that students might develop motivation to study for and pass examinations that are used to judge and manipulate and that have life-long consequences.