Motivation, anxiety, and learning strategies in Japanese language learning among scholarship students enrolled in a preparatory course

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  • 留学生別科における日本語学習への動機づけ，不安，学習方略についての一考察
  • リュウガクセイ ベッカ ニ オケル ニホンゴ ガクシュウ エ ノ ドウキズケ,フアン,ガクシュウ ホウリャク ニ ツイテ ノ イチ コウサツ

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Purpose: The aim of this study is to investigate the changes in motivation, anxiety, and learning strategies among international students learning the Japanese language over a period of 6 months and determine ways to improve elementary Japanese language education. Methods: The study included 14 scholarship students who had no prior experience of learning the Japanese language and were enrolled in the IUHW (International University of Health and Welfare) preparatory course starting from October 2022. The students were surveyed at the beginning and end of the preparatory course using Google Forms. Three types of questionnaire surveys on motivation, anxiety, and learning strategies in Japanese language learning were administered. Responses were collected on a 6-point Likert scale. After the completion of the surveys, the mean values and standard deviations were calculated for each question item, and the significance of differences in survey results was determined using t-tests. Results: Changes in intrinsic and extrinsic motivation were not significant. However, there was an increase in unmotivated learners who lost their enthusiasm for Japanese language learning. Learners in face-to-face settings were more conscious of the presence of other students than those in remote classes. However, over time, anxiety related to class progress, quizzes, and exams tended to decrease. Furthermore, it was found that the scholarship students drew upon their successful experiences in English language learning to develop learning strategies for Japanese, and they had been using various learning strategies since the beginning of the preparatory course. Conclusion: Teacher-led efforts as well as curriculum-wide initiatives should be considered to foster intrinsic motivation among students who have lost their motivation. Additionally, for learners who experience anxiety in Japanese language learning, incorporating more peer activities and providing assistance to alleviate such anxiety should be encouraged.

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