Abstract Summary
This presentation aims at reporting the results of a mixed-methods study which explored EFL learners’ beliefs and motivation. The finding of the study suggested that each learner’s unique, individual backgrounds, interests, future aspirations, and English learning experiences altogether influenced their beliefs and motivation for English and English learning.
Abstract :
The current study reports the second phase of a mixed-methods study which explored EFL learners’ beliefs and motivation for learning English with 1,057 students from five universities in Tokyo. In the first phase of the study, students’ beliefs and motivation were quantitively investigated with two questionnaires (Horwitz, 1988; Hiromori, 2006). The statistical analyses of these questionnaires revealed that the desire to communicate in English was significantly related to autonomous types of motivation for learning English (intrinsic motivation and identified motivation). Furthermore, the results revealed some unique differences in the participants’ motivation and beliefs due to their university majors (music, commerce, science & engineering, English, and physical education). In the second phase of the study, follow-up interviews were conducted with 24 students from three universities (8 music majors, 8 science & engineering majors, and 7 English majors) to gain deeper perspectives. The interviews were transcribed and analyzed for emerging themes. Some of the salient findings were a) the influence of personal, outside-classroom factors on English learning beliefs and motivation, b) English as a means of self-actualization and growth (e.g., identity issues), and c) English as an indispensable tool for realizing “future dreams”. Overall, the findings suggested that each participant’s unique, individual backgrounds (e.g., family), personal interests, future aspirations, and English learning experiences (e.g., attending private English conversation schools before entering elementary school) altogether influenced their beliefs and motivation for English and English learning to a large extent. This presentation will discuss these findings, including limitations, future directions of the research, and pedagogical implications for language classrooms.
