KIITO SHIBA (CHIBA UNIVERSITY)

CHANGES OF MOTIVATIONS AND FACTORS IN LEARNING ENGLISH: COMPARED TO CASES IN ASIAN COUNTRIES : TEACHING YOUNGER LEARNERS

This study explores the transition and factors of long-term motivation in language learning, surveying 96 Japanese university students who reflected on their English education from elementary through high school. The research aimed to track changes in motivation over time and to compare these with trends in other Asian countries. Through questionnaires, the study identified key periods and factors influencing motivation, revealing a significant increase during the third year of junior high and high school, coinciding with entrance examinations. Utilizing Dörnyei's Directed Motivational Current (DMC) framework (2015), it was found that Japanese students predominantly derive motivation from "specific goals" and "identifiable triggers", categorized under instrumental motives and short-term objectives. This pattern contrasts with findings from Thailand, where university students are motivated with instrumental motivations, and South Korea, where short-term goal orientation linked to tests appears to decrease motivation. Conversely, in the Philippines, external factors like entrance exams did not significantly impact motivation, suggesting intrinsic motivation arises due to English being essential in daily life. These results indicate challenges in generating “sufficient structural processes” and “positive emotionality” for motivation in contexts where the native language suffices for everyday needs. In contrast, environments that necessitate English for daily interactions may naturally enhance motivation. The study suggests that motivational strategies are needed in countries where generating long-term learner motivation proves challenging.

Kiito Shiba is a part-time teacher at Junior High School Affiliated with Chiba University Faculty of Education. He is currently a master's degree student at Chiba University. His field of interest includes motivation, engagement, reflection, and lesson improvement.