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Description
This study explores what sustains English learning motivation beyond secondary education. Survey data from Japanese university students reveal that while school education effectively supports grammar and reading skills, speaking fluency, confidence, and sustained motivation are often developed outside school. The findings highlight key factors influencing long-term engagement with English and offer practical implications for educators working in examination-focused contexts.
Abstract section 2: Contribution/research questions
This study addresses the following research questions: (1) How do Japanese university students retrospectively evaluate the influence of secondary school English education on their current motivation and communicative confidence? (2) What role do extracurricular and international experiences play in shaping sustained L2 motivation? (3) What implications do these perceptions suggest for supporting long-term engagement within examination-focused contexts?
Abstract section 3: Content/method
This study employs a mixed-methods design. Data were collected from Japanese university students through a questionnaire consisting of multiple-choice items and open-ended questions. Quantitative responses were analyzed descriptively to identify patterns in perceived motivational influences, while qualitative responses were coded thematically to examine recurring perceptions of secondary classroom experiences and extracurricular exposure. Integrating both data types enabled a nuanced understanding of students’ motivational development.
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 (pp. 9–42). Multilingual Matters.
Abstract section 4: Outcomes/results
Results indicate that secondary English education was widely perceived as effective in developing grammar knowledge and reading skills but less influential in fostering speaking confidence and sustained motivation. Many participants attributed communicative confidence and long-term engagement to extracurricular exposure and international experiences. Open-ended responses highlighted the importance of supportive classroom environments, meaningful interaction, and opportunities for authentic language use. Findings suggest that while examination-focused instruction builds structural competence, identity-relevant and communicative experiences play a crucial role in sustaining long-term L2 motivation.
Abstract section 1: Relevance
This study engages with contemporary research on L2 motivation and learner development, particularly Dörnyei’s L2 Motivational Self System and related work on learner identity and motivational trajectories. It examines how secondary school instruction and extracurricular exposure differentially shape sustained engagement. In the Japanese context, where examination pressures often dominate classroom practice, the study contributes to ongoing discussions about how realistic pedagogical adjustments can support long-term learner investment and communicative confidence.
| Title | Why Do Some Students in Japan Keep Learning English? |
|---|---|
| Teaching Context | General |