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Description
This study examines changes in English learning motivation among Japanese university students before and after a year-long study abroad program. Questionnaire data suggest that while some students increased their confidence and willingness to communicate (WTC), others reported reduced motivation after returning. The findings highlight the uneven impact of study abroad experiences and suggest the need for stronger academic support and reflective learning opportunities before and after overseas study.
Abstract section 1: Relevance
Study abroad programs are widely believed to enhance second language motivation and communicative confidence. However, research suggests that the effects of overseas learning experiences may vary depending on individual engagement and learning context. Drawing on the L2 Motivational Self System and research on willingness to communicate (WTC), this study explores how study abroad experiences influence students’ attitudes toward learning English. Understanding these changes is important for educators designing study abroad programs and support systems that encourage sustained motivation and meaningful language use.
Abstract section 4: Outcomes/results
The results suggest that study abroad experiences do not influence students uniformly. Many participants reported increased communicative confidence and greater WTC after returning. However, other students showed limited improvement or reported decreased motivation toward formal English study. Preliminary findings indicate that students who actively engaged in advanced courses and academic activities abroad demonstrated stronger motivational growth, while those with limited academic engagement were more likely to experience demotivation. These results highlight the importance of structured academic support, goal setting, and reflective learning activities to maximize the motivational benefits of study abroad programs.
Abstract section 5: References
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self. Multilingual Matters.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54–66.
Kinginger, C. (2013). Identity and language learning in study abroad. Foreign Language Annals, 46(3), 339–358.
Kojima, N. (2023). Student motivation in English-medium instruction: Empirical studies in a Japanese university. Routledge.
Abstract section 3: Content/method
Participants were undergraduate students enrolled in an English-focused program that requires a one-year overseas study experience. Questionnaire data were collected from students before departure and after returning. The survey measured motivational orientation, confidence in using English, and willingness to communicate. Comparative analysis was conducted to identify patterns of motivational change and differences in engagement among students following their study abroad experience.
Abstract section 2: Contribution/research questions
This study investigates how students’ motivation toward learning English changes before and after participation in a year-long study abroad program. The study addresses the following questions:
1. How do students’ motivation and attitudes toward learning English change after study abroad?
2. How do confidence and willingness to communicate develop through the experience?
3. Why do some students become more motivated while others experience demotivation?
| Title | Changes in Motivation and WTC After Study Abroad |
|---|---|
| Teaching Context | College and university education |