Speakers
Description
Assistant Language Teacher (ALT) programs in Japan are widely justified by the belief that exposure to an “authentic” English-speaking teacher will motivate students to learn English. However, learner perspectives on ALT classroom practices remains largely unexplored. Drawing on survey data from nearly 7,000 elementary and junior high school students, students report greater motivation from clear explanations and a supportive classroom climate than from the performative markers typically associated with the ALT role.
Abstract section 2: Contribution/research questions
RQ1: Which specific ALT classroom behaviors are associated with elementary and junior high school students’ English learning motivation?
RQ2: How do different domains of ALT behavior—acknowledgment support, corrective support, instructional resources, and classroom climate—differ in their relationship to elementary and junior high school students’ learning motivation?
Abstract section 3: Content/method
Survey data were collected from elementary and junior high students in one Japanese municipality (ES n = 3,853; JHS n = 3,063). A 32-item Likert-scale instrument measured motivation across three dimensions—goal attractiveness, perceived necessity, and perceived competence (Williams & Burden, 1997). ALT behaviors were categorized into four domains: acknowledgment support, corrective support, instructional resources, and classroom climate. Regression analyses of the junior high dataset estimated the relative influence of these behaviors on student motivation.
Abstract section 5: References
Kikuchi, K. (2015). Demotivation in second language acquisition: Insights from Japan. Multilingual Matters. https://doi.org/10.21832/9781783093953
Ushioda, E., & Dörnyei, Z. (2021). Teaching and researching motivation (3rd ed.). Routledge. https://doi.org/10.4324/9781351006743
Williams, M., & Burden, R. (1997). Psychology for language teachers: A social constructivist approach. Cambridge University Press.
Abstract section 1: Relevance
ALT programs represent a substantial investment in English education in Japan and are often justified by the assumption that exposure to an "authentic" English speaker increases students' motivation. This assumption is particularly salient in junior high school, where motivation often declines even as English becomes increasingly instrumentally important (Kikuchi, 2015; Ushioda & Dörnyei, 2021). Scant empirical research has examined which ALT behaviors students identify as motivating. Drawing on municipal survey data from elementary and junior high school students (n = 6,916), this study addresses this gap, with implications for ALT recruitment, training, and language education policy in Japan.
Abstract section 4: Outcomes/results
Regression analyses indicated statistically significant relationships between ALT classroom behaviors and students’ reported motivation. The strongest association was observed for clear explanations in English (Z = 4.00), followed by creating a comfortable speaking climate (Z = 2.00) and praising students’ efforts. At the domain level, classroom climate showed the most consistent relationship with motivation, while instructional resources showed the weakest. Notably, behaviors commonly associated with the prototypical ALT role—embodied performance markers such as gestures, visuals, and pronunciation modeling—showed weaker associations than expected. Overall, students’ motivation was most strongly associated with clear explanations and a supportive classroom climate.
| Title | ALTs and Learner Motivation: Evidence from 7,000 students |
|---|---|
| Teaching Context | Junior/senior high-school |