An exploratory study of Japanese engineering students' EFL learning motivation

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  • 日本の工業大学における EFL 学習者の学習動機についての調査

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Abstract

This study examines Japanese engineering students’ English learning motivation over the duration of their academic careers with an instrument consisting of both open-ended and closed self-report items. The study found motivational peaks in the third years of junior high school, secondary school, and university, with motivational ebbs in the intervening periods of study. Higher levels of motivation were attributed to entrance examinations, positive features of the learning environment, future career preparation, and credit requirements, while drops in motivation were attributed to insufficient skills (self-evaluated), negative features of the learning environment, and a general dislike for, or lack of interest in, English.

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