L2 Motivation and Persistence in Learning Among Self-Instructed Learners Using Radio Materials

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This study examined the relationship between Japanese high school students’ motivation to learn English using self-instructional radio (SIR) materials, and persistence in their learning. One problem related to second language (L2) selfinstruction, which is an important yet under-researched area, is the high learner drop-out rates and the issue of motivation. Thus, in order to examine self-instructed learners’ motivational bases, data collection consisted of a first set of interviews of 13 interviewees with experience learning English with SIR materials and a second set of interviews after six months of 5 of the 13 interviewees who had continued to learn with SIR materials at the time of the first interviews. The results indicated that intrinsic motivation and identified regulation(Deci & Ryan, 1985) were related to persistence, as well as a clear and elaborate ideal L2 self (Dörnyei, 2009). Only two interviewees persisted throughout the six-month period, and those two retained high levels of intrinsic motivation. Another intervening factor in persistence was their studies for university entrance examinations, which were both positively and negatively related to their studies using SIR materials, depending on the interviewees. The study concludes with some practical suggestions for both self-instructed L2 learners and materials designers of SIR materials.

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