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An overview of recent language learning motivation studies in Japan
Matthew AppleRitsumeikan University
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• 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
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Overview
1. Motivation Theory
2. Demotivation
3. Motivation in Japan
4. Motivation in East Asia
5. Implications
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1.a Motivation
Motivation explains …
- why a particular activity? - how long they will persist? - what effort they invest in it?
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1.a Motivation
Motivation is:
Most important predictor
of learning success!
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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
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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
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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!
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1.a Motivation
Integrative
L2 Motivational
Self-System
Extrinsic
SelfDeterminationTheory (SDT)
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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
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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
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Self Determination Theory (extrinsic)
Text
Text
Identified Regulation
TIntrinsic Motivation
Integrated Regulation
External Regulation
Amotivationt
Introjected Regulation
1.b Motivation
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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)
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2. DemotivationElementary School – High School
• Increases over time• More prevalent in males
Irie & BrewsterJohnson
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2. Demotivation6 Leading Causes:• Teachers1.Class 2.Experience of failure3.Class environment4.Learning materials5.Lack of goals
Kikuchi
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2. Demotivation6 Leading Causes:•Teachers -1.Class 2.Experience of failure3.Class environment4.Learning Materials5.Lack of goals
AttitudesCompetenceLanguage proficiencyPersonalityTeaching styles
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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
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2. Demotivation6 Leading Causes:• Teachers• Class •Experience of failure1.Class environment2.Learning Materials3.Lack of goals
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2. Demotivation6 Leading Causes:• Teachers• Class • Experience of failure•Class environment1.Learning Materials2.Lack of goals
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2. Demotivation6 Leading Causes:• Teachers• Class • Experience of failure• Class environment•Learning Materials1.Lack of goals
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2. Demotivation6 Leading Causes:• Teachers• Class • Experience of failure• Class environment• Learning Materials1.Lack of goals/interests
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2. Demotivation
Demotivation derives from the teacher!
Motivation derives from the student!
Kikuchi
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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
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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
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3. Motivation in Japan
- Ideal Self must be well developed to predict motivation
Irie, Munezane
- Clearly developed Ought-to Self is needed
Taguchi
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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
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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
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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
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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
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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
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4. Motivation in East Asia
• China (including Taiwan)
• (South) Korea
• Japan
– — So-called “Confucian-influenced” cultures
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• English as required subject
• English as “great divider” of society
• Integrative and instrumental orientations not sufficient an explanation
4. Motivation in East Asia
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• 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?
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4. Motivation in East Asia
• China
• Korea
• Japan
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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
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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
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4. Motivation in East Asia
• China
• Korea
• Japan
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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
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4.b Motivation in Korea
Tested strengths of Intrinsic, Introjected, Identified, Instrumental, and Integrated
Intrinsic orientation predicted achievement as measured by TOEIC
Pae, 2008
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4. Motivation in East Asia
• China
• Korea
• Japan
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4.c Motivation comparisons
• China
• Japan
• Iran
Taguchi, Magid, & Papi, 2009
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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
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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
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• 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
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• 3. Focus on ESP that students need in • their futures
• 4. Introduce non-native English speakers
• 5. Provide effective feedback
5. Implications
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• 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
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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
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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)
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Conclusion
1. Motivation Theory
2. Demotivation
3. Motivation in Japan
4. Motivation in East Asia
5. Implications
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Thank you!