An overview of recent language learning motivation in Japan
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Osaka Tech Day Plus, Otemae University, Sept 28, 2013
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An overview of recent language learning motivation in Japan
- 1. An overview of recent language learning motivation studies in Japan Matthew Apple Ritsumeikan University
- 2. • 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
- 3. Overview 1. Motivation Theory 2. Demotivation 3. Motivation in Japan 4. Motivation in East Asia 5. Implications
- 4. 1.a Motivation Motivation explains … - why a particular activity? - how long they will persist? - what effort they invest in it?
- 5. 1.a Motivation Motivation is: Most important predictor of learning success!
- 6. 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
- 7. 1.a Motivation Integrative Desire to become part of L2 society - Citizenship - New identity Instrumental Desire to achieve a practical goal - Pass a test - Get a job
- 8. 1.a Motivation Integrative Desire to become Part of L2 society - Citizenship - New identity Instrumental Desire to achieve a practical goal - Pass a test - Get a job Does NOT apply to an Asian context!
- 10. 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
- 11. 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
- 12. Self Determination Theory (extrinsic) Text Text Identified Regulation TIntrinsic Motivation Integrated Regulation External Regulation Amotivationt Introjected Regulation 1.b Motivation
- 13. 1.b Motivation Self 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)
- 14. 2. Demotivation Elementary School – High School • Increases over time • More prevalent in males Irie & Brewster Johnson
- 15. 2. Demotivation 6 Leading Causes: • Teachers 1.Class 2.Experience of failure 3.Class environment 4.Learning materials 5.Lack of goals Kikuchi
- 16. 2. Demotivation 6 Leading Causes: • Teachers - 1.Class 2.Experience of failure 3.Class environment 4.Learning Materials 5.Lack of goals Attitudes Competence Language proficiency Personality Teaching styles
- 17. 2. Demotivation 6 Leading Causes: • Teachers • Class - 1.Experience of failure 2.Class environment 3.Learning Materials 4.Lack of goals Course contents & pace Focus on difficult content Boring Test driven Emphasis on memorization
- 18. 2. Demotivation 6 Leading Causes: • Teachers • Class • Experience of failure 1.Class environment 2.Learning Materials 3.Lack of goals
- 19. 2. Demotivation 6 Leading Causes: • Teachers • Class • Experience of failure • Class environment 1.Learning Materials 2.Lack of goals
- 20. 2. Demotivation 6 Leading Causes: • Teachers • Class • Experience of failure • Class environment • Learning Materials 1.Lack of goals
- 21. 2. Demotivation 6 Leading Causes: • Teachers • Class • Experience of failure • Class environment • Learning Materials 1.Lack of goals/interests
- 22. 2. Demotivation Demotivation derives from the teacher! Motivation derives from the student! Kikuchi
- 23. 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
- 24. 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
- 25. 3. Motivation in Japan - Ideal Self must be well developed to predict motivation Irie, Munezane - Clearly developed Ought-to Self is needed Taguchi
- 26. 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
- 27. 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
- 28. 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
- 29. 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. 30 3. Motivation in Japan - Positive psychology can provide insights into L2 motivation. - Positive L2 selves and other motivations can be related to positive self image and self worth. Lake
- 31. 4. Motivation in East Asia • China (including Taiwan) • (South) Korea • Japan – — So-called “Confucian-influenced” cultures
- 32. 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. 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?
- 34. 4. Motivation in East Asia • China • Korea • Japan
- 35. 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
- 36. 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
- 37. 4. Motivation in East Asia • China • Korea • Japan
- 38. 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
- 39. 4.b Motivation in Korea Tested strengths of Intrinsic, Introjected, Identified, Instrumental, and Integrated Intrinsic orientation predicted achievement as measured by TOEIC Pae, 2008
- 40. 4. Motivation in East Asia • China • Korea • Japan
- 41. 4.c Motivation comparisons • China • Japan • Iran Taguchi, Magid, & Papi, 2009
- 42. 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
- 43. 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
- 44. • 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
- 45. • 3. Focus on ESP that students need in • their futures • 4. Introduce non-native English speakers • 5. Provide effective feedback 5. Implications
- 46. • 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
- 47. 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
- 48. 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)
- 49. Conclusion 1. Motivation Theory 2. Demotivation 3. Motivation in Japan 4. Motivation in East Asia 5. Implications
- 50. Thank you!
Notas del editor
- Make grey, reduce size of integrated and extrinsic
- Make crooked line into a spectrum
- Two quan studies in Taiwan. 2005 study = 567 students (university level)
- Interview study with 26 senior high school students
- Larger study had 10 students (dissertation in 2007), smaller study (book) had only 2. SCT and Activity Theory framework
- ACH was measured by TOEIC scores! Prediction was only .26 beta weights (.26 is small to medium influence) N = 315; age from 18 to 32, mean = 24.2 Speculated that Intrinsic was the result of drastic shift in Korean EFL from grammar-translation to communicative style in late 1990s.