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In Japan, English is a significant part of everyday life. We see English advertising signs all around us, we use English loan-words in Japanese written and spoken communication, and many Japanese songs incorporate English into their lyrics (Aspinall, 2003). On the other hand, it is known to scholars that many Japanese students are de-motivated to study English. Hasegawa (2004) reports that 71% of junior high school students and 77% of senior high school students are not motivated to study English. Among the reasons for de-motivation are the lack of perceived relevance of English learning and the lack of confidence in capabilities. Thus, this present study focuses on the following four areas as tools to help de-motivated students become re-motivated and to enable them to sustain that motivation to study English throughout the 2016 academic year: (1) the four sources of self-efficacy beliefs (Bandura, 1977); (2) the establishment of concrete EFL study reasons for future careers; (3) the development of time management skills; and (4) the understanding of effective self-regulated learning. 210 Japanese college freshmen in four different proficiency groups participated in this study. It was found that when focus was placed on sources of self-efficacy, students in all the proficiency groups were able to significantly improve their English listening skills throughout the academic year, and that students in general were able to sustain relatively high self-efficacy beliefs about their English listening skills. However, a sharp decline was found in the number of students who were able to sustain that motivation during the two-month summer break. It is suggested that ample examples of concrete English study reasons that are associated with students' future careers as well as activities for visualization (Sampson, 2012) might need to be implemented into our pedagogic approach to help our freshmen put their acquired knowledge into action during the summer break.
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...
European Journal of English Language Teaching
Motivation to Study English of Non-English Majored Freshmen2021 •
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
Understanding Demotivation Factors, Countermeasures, and Insights Gained From English as a Foreign Language (EFL) Learners2019 •
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
A Study of the Motivational Patterns of Learners of English for Academic and Professional Purposes2013 •
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
B. Ed. First Year Students’ Motives for Learning English2021 •
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.
English has become one of the global languages which is used in many fields, including in the field of education. In Indonesia, especially, English is considered as a foreign language which means that this language is not always used in daily lives, only in certain conditions or situations. Considering the issue, the rate of English language learning and practice is still low. In order to learn English, learners require motivation so that they can be successful in learning the language. Therefore, the roles of motivation is very crucial during the teaching and learning process. Previously, some of the researches stated that external or instrumental motivation was the one which drove learners to learn English in countries where this language was considered as a foreign language. The result implicated that motivation which dominated the English language learning process was instrumental motivation. It means that such a motivation was the foundation which encouraged learners to learn English in order to get good scores in schools, get jobs, pass examination, and pursue careers. On the other hand, in countries where English is used as a second language, learners learn English are directly motivated because of the inner needs to learn and develop their English skills. In addition, external factors, like environment and media, also play important roles in motivating learners to learn English. Keywords: English as a Foreign Language (EFL), learning, motivation
2004 •
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