Speaker
Description
This study examines English learning motivation among 366 Japanese elementary students (grades 3–6). Exploratory factor analysis identified four dimensions: confidence, school-specific motivation, intrinsic motivation, and future-use motivation. ANOVA revealed significant declines in confidence, school-specific, and future-use motivation after grade 3, while intrinsic motivation remained stable. Results highlight the importance of supporting both classroom engagement and confidence to sustain motivation throughout elementary school.
Summary
This study explores motivation and confidence in English learning among Japanese elementary school students (grades 3–6). Exploratory factor analysis identified four dimensions: confidence in English, school-specific motivation, intrinsic motivation, and future-use motivation. Results show that confidence, school-specific motivation, and future-use motivation decline after grade 3. In contrast, intrinsic motivation remains stable across grades. These findings suggest the need to address declining confidence and classroom-related motivation in elementary English education.
| Teaching Context | Teaching children |
|---|
