an overview of recent language learning motivation in japan

An overview of recent language learning motivation studies in Japan

Matthew AppleRitsumeikan University

• Published in October 2013• Multilingual Matters

- E. Ushioka- K. Noels- T. Yashima- M. Apple, J. Falout, & G. Hill- H. Hayashi- R. Nishida- K. Irie & D. Brewster- S. Aubrey & A.G.P. Nowlan- Y. Munezane- T. Taguchi- M. Johnson- K. Kikuchi- J Lake- J. Falout, Y. Fukada, T. Murphey,

& T. Fukuda- R. Nitta- T. Hiromori- Y. Nakata

Overview

1. Motivation Theory

2. Demotivation

3. Motivation in Japan

4. Motivation in East Asia

5. Implications

1.a Motivation

Motivation explains …

- why a particular activity? - how long they will persist? - what effort they invest in it?

1.a Motivation

Motivation is:

Most important predictor

of learning success!

1.a Motivation

Intrinsic Needs to come from within

- Powerful- Successful over

long term

Extrinsic External to the learner

- Can be effective- Usually short term

1.a Motivation

Integrative Desire to becomepart of L2 society

- Citizenship- New identity

Instrumental Desire to achieve apractical goal

- Pass a test- Get a job

1.a Motivation

Integrative Desire to becomePart of L2 society

- Citizenship- New identity

Instrumental Desire to achieve apractical goal

- Pass a test- Get a job

Does NOT apply to an

Asian context!

1.a Motivation

Integrative

L2 Motivational

Self-System

Extrinsic

SelfDeterminationTheory (SDT)

1.b Motivation

L2 Motivational Self-System (integrative)

• Ideal L2 Self – would like to become• Ought to L2 Self – what one should do• L2 learning experience

1.b Motivation

L2 Motivational Self-System (integrative)

• Ideal L2 Self — would like to become

• Ought to L2 Self – what one should do• L2 learning context

International Posture - openness to culture

Self Determination Theory (extrinsic)

Text

Text

Identified Regulation

TIntrinsic Motivation

Integrated Regulation

External Regulation

Amotivationt

Introjected Regulation

1.b Motivation

1.b MotivationSelf Determination Theory

(extrinsic) Motivation can be enhanced by:

1. Autonomy - capacity to choose to engage in activities

2. Competence - ability to carry out activity & rise to challenge

3. Relatedness - feeling of security between learner & others (family,

friends, teacher, classmates)

2. DemotivationElementary School – High School

• Increases over time• More prevalent in males

Irie & BrewsterJohnson

2. Demotivation6 Leading Causes:• Teachers1.Class 2.Experience of failure3.Class environment4.Learning materials5.Lack of goals

Kikuchi

2. Demotivation6 Leading Causes:•Teachers -1.Class 2.Experience of failure3.Class environment4.Learning Materials5.Lack of goals

AttitudesCompetenceLanguage proficiencyPersonalityTeaching styles

2. Demotivation6 Leading Causes:• Teachers•Class - 1.Experience of failure2.Class environment3.Learning Materials4.Lack of goals

Course contents & paceFocus on difficult contentBoringTest drivenEmphasis on memorization

2. Demotivation6 Leading Causes:• Teachers• Class •Experience of failure1.Class environment2.Learning Materials3.Lack of goals

2. Demotivation6 Leading Causes:• Teachers• Class • Experience of failure•Class environment1.Learning Materials2.Lack of goals

2. Demotivation6 Leading Causes:• Teachers• Class • Experience of failure• Class environment•Learning Materials1.Lack of goals

2. Demotivation6 Leading Causes:• Teachers• Class • Experience of failure• Class environment• Learning Materials1.Lack of goals/interests

2. Demotivation

Demotivation derives from the teacher!

Motivation derives from the student!

Kikuchi

3. Motivation in Japan

- Willingness to communicate and International Posture predict motivation

- Use of L2 in projects increases motivation

Yashima, Nishida

- Interaction with foreigners enhances International Posture Aubrey & Nolan, Yashima

3. Motivation in Japan

- Use of L2 increases proficiency

- Self-confidence is greatest influence on willingness to communicate

- Visualizing L2 Self can develop L2 Self

Irie, Yashima, Munezane

3. Motivation in Japan

- Ideal Self must be well developed to predict motivation

Irie, Munezane

- Clearly developed Ought-to Self is needed

Taguchi

3. Motivation in Japan

- Science and engineering students have more anxiety and greater sense of unsupportive classroom

- Ought-to Self may be more pertinent than Ideal Self

Apple, Falout, & Hill

3. Motivation in Japan

- Exam performance may be an alternative to international posture

- Goal setting and international contact can lead to long term motivation

Hayashi

3. Motivation in Japan

- Reflection and involving students in motivation results is meaningful

- Meta cognitive development improves attitudes of past learning experiences

Falout, Fukada, Murphy, & Fukuda

Hiromori

3. Motivation in Japan

- Enjoyment, effort, and understanding are connected in motivated students BUT NOT unmotivated students

- Motivational fluctuation may indicate student growth and learning

Nitta

30

3. Motivation in Japan

- Positive psychology can provide insights intoL2 motivation.

- Positive L2 selves and other motivations can be related to positive self image and self worth.

Lake

4. Motivation in East Asia

• China (including Taiwan)

• (South) Korea

• Japan

– — So-called “Confucian-influenced” cultures

32

• English as required subject

• English as “great divider” of society

• Integrative and instrumental orientations not sufficient an explanation

4. Motivation in East Asia

33

• English as required subject

• English as “great divider” of society

• Integrative and instrumental orientations not sufficient an explanation

4. Motivation in East Asia

Are there differences?

4. Motivation in East Asia

• China

• Korea

• Japan

4.a Motivation in China

Exam scores and success in English for the “glory” of the family

Initially labelled required motivation, later the “Chinese Imperative”

Warden & Lin, 2000

Chen, Warden, & Chang, 2005

4.a Motivation in China

Ought-to L2 Self as familial expectation

Ideal L2 Self as “entirely internalized ought-to self that surrounding people think one should be.”

Chen, 2012

4. Motivation in East Asia

• China

• Korea

• Japan

4.b Motivation in Korea

Interviews with Korean students in Toronto

Instrumentality is “internalized” into Ideal L2 Self or Ought-to L2 Self

Importance of cultivating friendships

Kim, 2006b, 2007, 2009

4.b Motivation in Korea

Tested strengths of Intrinsic, Introjected, Identified, Instrumental, and Integrated

Intrinsic orientation predicted achievement as measured by TOEIC

Pae, 2008

4. Motivation in East Asia

• China

• Korea

• Japan

4.c Motivation comparisons

• China

• Japan

• Iran

Taguchi, Magid, & Papi, 2009

4.c Motivation comparisons

SEM with three different samples (Japan, China, Iran)

Japanese and Chinese students Ought-to L2 Self stronger than Ideal L2 Self

Opposite for Iranian students

Taguchi, Magid, & Papi, 2009

5. Implications

Possible selves may be subject to “culture-bound definitions of the self”

MacIntyre, Mackinnon, & Clément, 2009

...in other words, “cross-cultural variation”

Dörnyei & Ushioda, 2009

• 1. Make use of Project-based learning• - model United Nations, group presentations, • debate

• 2. Focused Project-based learning for • different students• - songs, social studies

5. Implications

• 3. Focus on ESP that students need in • their futures

• 4. Introduce non-native English speakers

• 5. Provide effective feedback

5. Implications

• 6. First English teachers should be the best • trained teachers

• 7. Make students aware of their motivation

• 8. Make use of student reflection

5. Implications

Cycle of motivation generation

Creating the basic motivational conditions

Generating initial motivation

Maintaining and protecting motivation

Encouraging positive retrospective self-evaluation

Creating the basic motivational conditions

Generating initial motivation

Maintain & protecting motivation

Encouraging positive retrospective self evaluation

This week’s goal (for out of class activities)_________________________________________________________________________

Total Learning Time: (minutes)

Date Learning Contents Learning Time (minutes)

Reflection of this week:

Comments from your teacher:

Example of Out of class learning record(from Hiromori)

Conclusion

1. Motivation Theory

2. Demotivation

3. Motivation in Japan

4. Motivation in East Asia

5. Implications

Thank you!