{"id":4535,"date":"2014-02-23T12:55:14","date_gmt":"2014-02-23T12:55:14","guid":{"rendered":"http:\/\/eltweekly.com\/?p=4535"},"modified":"2014-02-23T12:55:14","modified_gmt":"2014-02-23T12:55:14","slug":"article-gender-differences-that-appear-from-a-self-determination-theory-survey-of-jhs-students-by-david-ockert","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=4535","title":{"rendered":"Article: ‘Gender differences that appear from a Self-Determination Theory survey of JHS students’ by David Ockert"},"content":{"rendered":"

[ELTWeekly Volume 6, Issue 5 |\u00a0February 24, 2014]<\/span><\/span><\/p>\n

\n

There are several types of motivational theories and much has been written on various theories of EFL learner motivation (e.g., D\u00f6rnyei, 2009a; Dornyei, 1998; D\u00f6rnyei & Ushioda, 2009; Gardner, 2001; Oxford, 1994; Oxford & Shearin, 1994). Ur (1996) proposed a distinction of two types of motivation for the EFL context. She describes intrinsically motivated learners are \u201cwilling or even eager to invest effort in learning activities and to progress\u201d (p. 175) where the extrinsically motivated ones are engaged in the activities due to \u201cthe influence of some kind of external incentive\u201d (p. 277) \u2013 in other words, the desire to please parents, teachers, friends, or to succeed on tests such as the TOEIC\u00ae or TOEFL\u00ae tests. Furthermore, according to Amibile (1989) in regards to children, intrinsic motivation has four parts: 1) having love for and even an obsession with the task at hand, 2) a sense of dedication to the work over time, 3) a view of the project as combining work and play, and 4) a concentration on the activity itself. Her research gives us an even deeper understanding of how persons who are intrinsically motivated feel when engaged in a task. They see the activity as both work and play, and they have a love for the task at hand in addition to concentrating on the task itself.<\/p>\n

Self-determination theory (SDT; Deci & Ryan, 1985) has been used in a variety of fields over the past twenty five years with consistent results. Within our field, much of the research has consistently pointed to the importance of motivation from within (Deci & Flaste, 1996), whether defined in terms of intrinsic or integrative motivation (as opposed to an extrinsic or instrumental motivation). This motivation from within <\/i>is believed to sustain the learning process more effectively than motivation that is externally regulated or controlled by the teacher and the research evidence thus far supports this view (e.g. Pintrich & Schunk, 2002; Ryan & Deci, 2000), and the message for educators clearly shows that in order to help our students, we need to find ways of finding, supporting and maintaining students\u2019 own motivation to learn (Ushioda, 2006). In addition, recent research to recast<\/i> the integrative and instrumental orientations (Gardner & Lambert, 1959, 1972) by Noels et al<\/i>. into the self-determination motivation framework has helped to \u201corganize systematically many of the reasons for learning a L2\u201d (p. 24).\u00a0<\/b><\/p>\n

The L2 <\/b>l<\/b>earning <\/b>e<\/b>xperience: <\/b>SDT m<\/b>otivation<\/b>al orientations<\/b> in EFL<\/b><\/p>\n

Self-determination theory (Deci and Ryan, 1985) has been used in a variety of fields over the past twenty five years with consistent results. According to D\u00f6rnyei (2001) regarding SDT in educational contexts, there are three distinctions on the SDT continuum. First, there is amotivation<\/i> (AM; having no desire to perform a task or engage in an activity). Next is extrinsic motivation<\/i> (EM; engaging in an activity in order to achieve an external reward such as good grades, a raise in salary or to please others). Finally, and of particular interest for this study, there is intrinsic motivation<\/i> (IM; Deci & Ryan, 1985). IM has been defined as the \u201cinherent satisfactions rather than for some separable consequence\u201d (Ryan & Deci, 2000, p. 56).<\/p>\n

Furthermore, SDT subdivides EM into four categories from least self-determined to most self-determined as follows: external regulation<\/i> (i.e., motivation coming entirely from external sources such as rewards or threats); introjected regulation<\/i> (i.e., externally imposed rules that students accept as norms they should follow in order not to feel guilty); identified regulation<\/i> (i.e., engaging in an activity because the individual highly values it and sees its usefulness); integrated regulation<\/i> (i.e., activity involving choiceful behavior that is fully assimilated with the individual\u2019s other values, needs, and identity<\/i>\u201d [italics added]) (see D\u00f6rnyei, 2001, p. 47).<\/p>\n

In SDT research in education, much of the research has consistently pointed to the importance of intrinsic motivation (see Deci & Flaste, 1996; Deci, Vallerand, Pelletier & Ryan, 1991). This \u2018motivation from within\u2019 is believed to sustain the learning process more effectively than motivation that is externally regulated or controlled by the teacher and the research evidence thus far supports this view (e.g. Pintrich & Schunk, 2002; Ryan & Deci, 2000). The message for educators clearly shows that in order to help our students, we need to have ways of finding, supporting and maintaining students\u2019 own motivation to learn (Ushioda, 2006).<\/p>\n

SDT research in the JEFL environment involving university students by Yashima, Noels, Shizuka, Takeuchi, Yamane and Yoshizawa, (2009) used an SDT survey in Japanese which was adapted from one used by Noels, Pelletier, Cl\u00e9ment and Vallerand (2003). These surveys include three sub-categories of IM: knowledge (i.e., doing an activity for the feelings associated with exploring new ideas and developing knowledge), accomplishment (i.e., for the sensations related to attempting to master a task or achieve a goal) and stimulation (i.e., for the sensations stimulated by performing the task, such as aesthetic appreciation or fun and excitement) (see Noels et al., 2003, p. 38). Their research also revealed that female students overall show a higher level of self-regulation, indicating that \u201cgender is a crucial dimension of learner profiles\u201d (Yashima et al., 2009, p. 58) amongst university students. Kobayashi (2002) has also reported that female high school students have more interest and positive attitudes toward learning English.<\/p>\n

The results of the SDT survey in this study will determine whether there are differences and\/or similarities in the responses amongst the sub-sections as shown in the previous studies. If so, whether the curriculum and\/or the use of video in the classroom may influence the motivational orientations of these students can be tested after the second administration of the survey. Furthermore, differences in attitudes toward learning English by gender will also be determined.<\/p>\n

Language learner Ideal L2 Sel<\/b>ves<\/b><\/p>\n

In their large-scale longitudinal survey, D\u00f6rnyei and Csizer (2002) speculated that the process of personal\u00a0 identification theorized to make up the construct of ‘integrativeness’ might be more readily explained as an internal process of identification within the person\u2019s ‘self’ concept, rather than identification with an external reference group (p. 453). D\u00f6rnyei (2005; 2009b) developed this line of thought further by drawing on the psychological theory of \u2018possible selves\u2019 (Higgins, 1987; Markus & Nurius, 1986). Accordingly, this theory provides that as a basis of self-identity, possible selves represent an individual’s idea of \u201cwhat they might become, what they would like to become, and what they are afraid of becoming\u201d, and therefore \u201cprovide a conceptual link between the self-concept and motivation\u201d (Markus & Nurius, 1986, p. 157).<\/p>\n

D\u00f6rnyei (2005; 2009b) builds on this theory of possible selves to develop a new conceptualization of L2 motivation, known as the \u201cL2 Motivational Self System\u201d (p. 9). The central concept is the ideal self, which refers to the representation of the attributes that someone would like to possess in the future. Accordingly, this theory provides that as a basis of self-identity, possible selves represent an individual’s idea of \u201cwhat they might become, what they would like to become, and what they are afraid of becoming\u201d, and therefore \u201cprovide a conceptual link between the self-concept and motivation\u201d (Markus & Nurius, 1987, p. 157). Dornyei (2005) builds on this theory of possible selves to develop a new conceptualization of L2 motivation, what he refers to as the L2 Motivational Self System<\/i> (p. 9). The central concept is the ideal self, which refers to the representation of the attributes that someone would ideally like to possess (i.e. a representation of personal hopes, aspirations, or wishes). Along with the ideal <\/i>self is the ought-to<\/i> self, an identification with the attributes that the individual believes he or she ought to possess, such as one’s duty, obligations or responsibilities. A basic hypothesis is that if proficiency in the target language is an integral part of one\u2019s ideal or ought-to self, this identification alone provides the motivation to learn the language. To sum up, it is due to the individual’s psychological desire to become more and more like their desired possible future <\/i>self (Dornyei & Ushioda, 2009) that provides the motivation for foreign language study.<\/p>\n

Yashima et al., (2004) postulate that students \u201cwho clearly visualize \u2018possible\u2019 or \u2018ideal\u2019 English-using selves are likely to make an effort to become more proficient and develop WTC\u201d (p. 143). Specifically, the identified regulation items on the SDT scale (see below), refer to carrying out an activity to achieve a specific goal such as learning an L2 and \u201cappear to capture a positive motivational disposition and conceivably relates to the kind of self or self-image that a person identifies with.\u201d (Yashima et al., 2009, p. 55). Adding to the self literature with research conducted in Indonesia, Lamb (2004) used a qualitative approach to gather data via closed and open questionnaire items, classroom observations and student interviews. His research from 11-12 year old junior high school students has led him to speculate that their motivation to learn English could be due to their pursuing a bi-cultural identity. He speculates that it may be a dual-faceted identity as a global or world citizen in addition to a national identity as an Indonesian which drives them to learn English (Lamb, 2004). These young learners of English may thus aspire to \u201ca vision of an English-speaking globally-involved but nationally responsible future self\u201d (Lamb, 2004, p. 16). He further speculates that changes in motivation to learn English may partly be explained by \u201congoing processes of identification, especially during the formative years of adolescence\u201d (Lamb, 2004, p. 3). The use of the SDT survey in this research will help us understand if JEFL students as young as thirteen years old are already developing an Ideal L2 Self.<\/p>\n

Methods<\/b><\/p>\n

Participants<\/i><\/b><\/p>\n

The participants in this research study were 68 male and 72 female (N=140<\/i>) second year Japanese junior high school students in Nagano City, Japan. The students are enrolled at the same school and are in four classes for all courses except English. For courses in the English program, they are divided into six smaller groups of less than thirty students per class. Student ages range from 13 to 14 with a median age of 13 years and approximately nine months.<\/p>\n

Materials<\/i><\/b><\/p>\n

A motivation survey consisting of 21 questions was used. It was administered in Japanese. However, it was adapted from Yashima et al. (2009) to be at a suitable reading level for the age of the students involved in the project. It used a six point Likert scale system with numerical values from 1 (That is not applicable to me at all) to 6 (That absolutely applies to me).<\/p>\n

Procedures<\/i><\/b><\/p>\n

The participants in this research project are all students at a junior high school located in Nagano city, Japan. The survey was filled out in pencil during regular class time.<\/p>\n

Results<\/b><\/p>\n

Means, standard deviations, correlation coefficients and Cronbach\u2019s alpha<\/i> of the SDT survey sub-sections are presented in Table 1. The Amotivation items are at the top followed by the three extrinsic categories, with the three intrinsic motivation categories at the bottom of the table. The ranking by mean score is given at the left in parenthesis with the mean score in brackets between the rank and item in English. As can be seen, there are some rather large differences amongst several of the item responses.<\/p>\n

Of particular interest are the three items in the Identified Regulation sub-section. The number 1 ranked item, with a mean score of 4.09, is Because I want to be a person who can speak a foreign langu<\/i>age. The second highest ranked item, with a mean score of 3.91, is Because I want to be a person who can speak English<\/i>. The third highest item has a mean score of 3.45 and is Because I think it is important for my personal development.<\/i> The SDT posits that the scale results should be on a continuum, with the IM sections more closely correlated than those further to the left. In the case of IM Stimulation, this is certainly the case. However, from the other extreme, Amotivation has the strongest negative correlation with Identified Regulation. This result certainly shows that these students value learning English for future use.<\/p>\n

Table <\/b>1<\/b>. The SDT survey sub-section <\/i><\/b>correlation matrix and <\/i><\/b>Cronbach’s alpha (N=140)<\/i><\/b><\/i><\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n
<\/td>\n\n

M<\/p>\n<\/td>\n

\n

SD<\/p>\n<\/td>\n

\n

Amotivation<\/p>\n<\/td>\n

\n

EM Ext. Reg.<\/p>\n<\/td>\n

\n

EM Int. Reg.<\/p>\n<\/td>\n

\n

EM Ident. Reg.<\/p>\n<\/td>\n

\n

IM Know.<\/p>\n<\/td>\n

\n

IM Accom.<\/p>\n<\/td>\n<\/tr>\n

\n

(Cronbach’s alpha<\/i>)<\/p>\n<\/td>\n

<\/td>\n<\/td>\n\n

(.75)<\/p>\n<\/td>\n

\n

(.68)<\/p>\n<\/td>\n

\n

(.69)<\/p>\n<\/td>\n

\n

(.75)<\/p>\n<\/td>\n

\n

(.81)<\/p>\n<\/td>\n

\n

(.81)<\/p>\n<\/td>\n<\/tr>\n

1 Amotivation<\/td>\n\n

2.41<\/p>\n<\/td>\n

\n

1.33<\/p>\n<\/td>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
2 EM External Regulation<\/td>\n\n

2.64<\/p>\n<\/td>\n

\n

1.30<\/p>\n<\/td>\n

\n

-.15<\/p>\n<\/td>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
3 EM Introjected Regulation<\/td>\n\n

2.85<\/p>\n<\/td>\n

\n

1.27<\/p>\n<\/td>\n

\n

-.08<\/p>\n<\/td>\n

\n

.60**<\/sup><\/p>\n<\/td>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
4 EM Identified Regulation<\/td>\n\n

3.81<\/p>\n<\/td>\n

\n

1.46<\/p>\n<\/td>\n

\n

-.48**<\/sup><\/p>\n<\/td>\n

\n

.49**<\/sup><\/p>\n<\/td>\n

\n

.53**<\/sup><\/p>\n<\/td>\n

<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
5 IM Knowledge<\/td>\n\n

3.10<\/p>\n<\/td>\n

\n

1.28<\/p>\n<\/td>\n

\n

-.33**<\/sup><\/p>\n<\/td>\n

\n

.65**<\/sup><\/p>\n<\/td>\n

\n

.57**<\/sup><\/p>\n<\/td>\n

\n

.70**<\/sup><\/p>\n<\/td>\n

<\/td>\n<\/td>\n<\/tr>\n
6 IM Accomplishment<\/td>\n\n

2.99<\/p>\n<\/td>\n

\n

1.22<\/p>\n<\/td>\n

\n

-.39**<\/sup><\/p>\n<\/td>\n

\n

.63**<\/sup><\/p>\n<\/td>\n

\n

.52**<\/sup><\/p>\n<\/td>\n

\n

.70**<\/sup><\/p>\n<\/td>\n

\n

.81**<\/sup><\/p>\n<\/td>\n

<\/td>\n<\/tr>\n
7 IM Stimulation<\/td>\n\n

2.87<\/p>\n<\/td>\n

\n

1.33<\/p>\n<\/td>\n

\n

-.34**<\/sup><\/p>\n<\/td>\n

\n

.50**<\/sup><\/p>\n<\/td>\n

\n

.51**<\/sup><\/p>\n<\/td>\n

\n

.61**<\/sup><\/p>\n<\/td>\n

\n

.75**<\/sup><\/p>\n<\/td>\n

\n

.72**<\/sup><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

**Correlation is significant at the 0.01 level (2-tailed); *Correlation is significant at the 0.05 level (2-tailed); Cronbach\u2019s alpha <\/i>for IM Stimulation is .83<\/p>\n

These results are similar to those of Noels et al. (2003) and Yashima et al. (2009) involving university students, indicating that age may not be a significant factor for the SDT results. Also, the very high negative correlation between Identified Regulation and Amotivation indicates that these students are both highly motivated by an Ideal L2 Self, and that this offsets any negative feelings toward learning EFL. This analysis clearly indicates that D\u00f6rnyei\u2019s Ideal L2 Self is the appropriate motivational framework within which to discuss these results and formulate a long-term learning plan for Japanese JHS students.<\/p>\n

Table 2. <\/b>The SDT motivational orientation sub-section Means and SD as a function of gender<\/i><\/b><\/p>\n\n\n\n\n\n
\n

Gender<\/p>\n<\/td>\n

\n

Amotivation<\/p>\n<\/td>\n

\n

Extrinsic<\/p>\n

Regulation<\/p>\n<\/td>\n

\n

Introjected Regulation<\/p>\n<\/td>\n

\n

Identified Regulation<\/p>\n<\/td>\n

\n

IM<\/p>\n

Knowledge<\/p>\n<\/td>\n

\n

IM<\/p>\n

Accomplish<\/p>\n<\/td>\n

\n

IM<\/p>\n

Stimulation<\/p>\n<\/td>\n<\/tr>\n

\n

Male (N=37<\/i>)<\/p>\n<\/td>\n

\n

2.72[1.51]<\/p>\n<\/td>\n

\n

2.56 [1.26]<\/p>\n<\/td>\n

\n

2.79 [1.34]<\/p>\n<\/td>\n

\n

3.38 [1.51]<\/p>\n<\/td>\n

\n

2.86 [1.37]<\/p>\n<\/td>\n

\n

2.86 [1.23]<\/p>\n<\/td>\n

\n

2.78 [1.45]<\/p>\n<\/td>\n<\/tr>\n

\n

Female (N=35<\/i>)<\/p>\n<\/td>\n

\n

2.31 [1.17]<\/p>\n<\/td>\n

\n

2.88 [1.28]<\/p>\n<\/td>\n

\n

2.88 [1.28]<\/p>\n<\/td>\n

\n

4.11 [1.37]<\/p>\n<\/td>\n

\n

3.12 [1.24]<\/p>\n<\/td>\n

\n

2.90 [1.17]<\/p>\n<\/td>\n

\n

2.74 [1.23]<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

The results of the means score of the seven sub-sections of the SDT survey by gender are shown in Table 2. Both male and female students reported similar scores on most sub-sections, with the exception of both Identified Regulation and Amotivation. These results support previous findings by Yashima et al. (2009) that gender plays a role in self-regulation, apparently even amongst students as young as those surveyed for this research project.<\/span><\/p>\n

Discussion and conclusions<\/b><\/p>\n

This paper has presented the results of a survey based on self-determination theory (Deci & Ryan, 1985) in a Japanese English as a foreign language junior high school learning environment. The evidence clearly indicates that D\u00f6rnyei\u2019s Ideal L2 Self-System is the appropriate motivational framework within which to discuss these results. These students have a desire to learn English as a foreign language. There are several reasons why learners may lose interest in learning another language: time pressure; the fact that their friends do not use the language; boredom; they see no future use for it; and other interests, to name a few. By keeping the students focused on how they can use English in the future \u2013 a home stay, speech contest, travel abroad \u2013 educators can help keep their Ideal L2 Self vision alive, thereby maintaining interest and motivation.<\/p>\n

The author believes that future, longitudinal studies which track student progress based on gender, future goals, and the intensity to learn English would of great benefit for teachers, students, and educational systems around the world.<\/p>\n

Acknowledgments<\/b><\/p>\n

The author would like to thank the students and teachers who helped with this research project<\/i>; Bob Calfee for his invaluable assistance with the statistical analysis; and <\/i>the editor<\/i> for his<\/i> assistance in bringing this paper to press. This project was made possible with the aid of a JALT Research Grant. A<\/i>ny<\/i> errors are the author’s.<\/i><\/p>\n

Biodata<\/b><\/p>\n

David Ockert<\/i><\/b> <\/i>has a M.Ed. from Temple University and <\/i>researches student motivation, learning strategies, and their relationships between specific classroom activities, either traditional or task-based; enjoys developing online social-collaborative learning platforms; and also likes educational system development.<\/i><\/p>\n

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Yashima, T., Noels, K., Shizuka, T., Takeuchi, O.,Yamane, S., Yoshizawa, K. (2009). The interplay of classroom anxiety, intrinsic motivation, and gender in the Japanese EFL Context. Journal of Foreign Language Education and Research, 17<\/i>, 41-64.<\/p>\n

Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). The influence of attitudes and affect on \u00a0\u00a0 willingness to communicate and second language communication. Language Learning, 54, <\/i>119-152.<\/p>\n

Appendix A<\/b>. The <\/i><\/b>SDT <\/i><\/b>survey <\/i><\/b>Cronbach\u2019s alpha, <\/i><\/b>mean<\/i><\/b>s and standard deviations (N=140)<\/i><\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Amotivation <\/b>(=.75)<\/b><\/td>\n\n

Mean<\/b><\/p>\n<\/td>\n

\n

SD<\/b><\/p>\n<\/td>\n<\/tr>\n

I don’t know why I must study English. Plainly speaking, I’d rather do anything other than study English.<\/td>\n\n

2.76<\/p>\n<\/td>\n

\n

1.42<\/em><\/p>\n<\/td>\n<\/tr>\n

Honestly, I don’t know, I truly have the impression of wasting my time in studying English.<\/td>\n\n

2.30<\/p>\n<\/td>\n

\n

1.23<\/p>\n<\/td>\n<\/tr>\n

As for studying English, I cannot come to see why I study English.<\/td>\n\n

2.18<\/p>\n<\/td>\n

\n

1.27<\/p>\n<\/td>\n<\/tr>\n

External Regulation <\/b>(=.68)<\/b><\/td>\n\n

\u00a0<\/b><\/p>\n<\/td>\n

\n

\u00a0<\/b><\/p>\n<\/td>\n<\/tr>\n

As for studying English, I do so in order to get a more prestigious job later on.<\/td>\n\n

2.36<\/p>\n<\/td>\n

\n

1.15<\/p>\n<\/td>\n<\/tr>\n

As for studying English, I do so because I have the impression that it is expected of me.<\/td>\n\n

2.76<\/p>\n<\/td>\n

\n

1.41<\/p>\n<\/td>\n<\/tr>\n

As for studying English, I do so in order to have a better salary later on.<\/td>\n\n

2.77<\/p>\n<\/td>\n

\n

1.28<\/p>\n<\/td>\n<\/tr>\n

Introjected Regulation <\/b>(=.69)<\/b><\/td>\n\n

\u00a0<\/b><\/p>\n<\/td>\n

\n

\u00a0<\/b><\/p>\n<\/td>\n<\/tr>\n

Because I would feel ashamed if I couldn’t speak to my friends from the English-speaking community in English.<\/td>\n\n

3.00<\/p>\n<\/td>\n

\n

1.27<\/p>\n<\/td>\n<\/tr>\n

Because if I can speak English, I will be aware that I am an internationally-minded person.<\/td>\n\n

2.96<\/p>\n<\/td>\n

\n

1.35<\/p>\n<\/td>\n<\/tr>\n

Because I would feel guilty if I didn’t know English.<\/td>\n\n

2.58<\/p>\n<\/td>\n

\n

1.16<\/p>\n<\/td>\n<\/tr>\n

Identified Regulation <\/b>(=.75)<\/b><\/td>\n\n

\u00a0<\/b><\/p>\n<\/td>\n

\n

\u00a0<\/b><\/p>\n<\/td>\n<\/tr>\n

Because I want to be a person who can speak a foreign language.<\/td>\n\n

4.09<\/p>\n<\/td>\n

\n

1.48<\/p>\n<\/td>\n<\/tr>\n

Because I think it is important for my personal development.<\/td>\n\n

3.45<\/p>\n<\/td>\n

\n

1.32<\/p>\n<\/td>\n<\/tr>\n

Because I want to be a person who can speak English.<\/td>\n\n

3.91<\/p>\n<\/td>\n

\n

1.51<\/p>\n<\/td>\n<\/tr>\n

Intrinsic Motivation (Knowledge) <\/b>(=.81)<\/b><\/td>\n\n

\u00a0<\/b><\/p>\n<\/td>\n

\n

\u00a0<\/b><\/p>\n<\/td>\n<\/tr>\n

For the pleasure that I experience in knowing more about English literature.<\/td>\n\n

2.97<\/p>\n<\/td>\n

\n

1.20<\/p>\n<\/td>\n<\/tr>\n

For the satisfied feeling I get in finding out new things.<\/td>\n\n

3.23<\/p>\n<\/td>\n

\n

1.35<\/p>\n<\/td>\n<\/tr>\n

Because I enjoy the feeling of acquiring knowledge about the English-speaking community and their way of life.<\/td>\n\n

3.11<\/p>\n<\/td>\n

\n

1.29<\/p>\n<\/td>\n<\/tr>\n

Intrinsic Motivation (Accomplishment)<\/b> <\/b>(=.81)<\/b><\/td>\n\n

\u00a0<\/b><\/p>\n<\/td>\n

\n

\u00a0<\/b><\/p>\n<\/td>\n<\/tr>\n

For the pleasure I experience when surpassing myself in my English studies.<\/td>\n\n

3.08<\/p>\n<\/td>\n

\n

1.18<\/p>\n<\/td>\n<\/tr>\n

For the enjoyment I experience when I grasp a difficult construct in English.<\/td>\n\n

2.98<\/p>\n<\/td>\n

\n

1.23<\/p>\n<\/td>\n<\/tr>\n

For the satisfaction I feel when I am in the process of accomplishing difficult exercises in English.<\/td>\n\n

2.90<\/p>\n<\/td>\n

\n

1.25<\/p>\n<\/td>\n<\/tr>\n

Intrinsic Motivation (Stimulation)<\/b> <\/b>(=.83)<\/b><\/td>\n\n

\u00a0<\/b><\/p>\n<\/td>\n

\n

\u00a0<\/b><\/p>\n<\/td>\n<\/tr>\n

For the “high” I feel when hearing foreign languages spoken.<\/td>\n\n

2.95<\/p>\n<\/td>\n

\n

1.30<\/p>\n<\/td>\n<\/tr>\n

For the “high” that I experience while speaking English.<\/td>\n\n

2.87<\/p>\n<\/td>\n

\n

1.35<\/p>\n<\/td>\n<\/tr>\n

For the pleasure I get from hearing English spoken by native speakers.<\/td>\n\n

2.80<\/p>\n<\/td>\n

\n

1.34<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Adapted from Yashima et al. (2009), which was adapted from Noels et al. (1999).<\/p>\n

<\/b>Appendix <\/b>B<\/b>. The Japanese version of the motivation survey<\/i><\/b><\/p>\n

\u81ea\u5df1\u6c7a\u5b9a\u5ea6\u5c3a\u5ea6<\/p>\n

\u4e0b\u306e1)\u304b\u308921)\u756a\u307e\u3067\u306e\u8cea\u554f\u3092\u6b21\u306e(1)\u304b\u3089(6)\u307e\u3067\u4e00\u3064\u9078\u3093\u3067\u25cb\u3092\u3057\u3066\u4e0b\u3055\u3044\u3002<\/p>\n

 <\/p>\n

(1)\u00a0\u00a0 \u305d\u308c\u306f\u79c1\u306b\u5168\u304f\u9069\u7528\u3055\u308c\u307e\u305b\u3093\u3002 => \u00a0(6) \u305d\u308c\u306f\u79c1\u306b\u5b8c\u5168\u306b\u9069\u7528\u3055\u308c\u307e\u3059\u3002<\/p>\n

 <\/p>\n

1\uff09\u82f1\u8a9e\u3092\u52c9\u5f37\u3059\u308b\u306e\u306f\u82f1\u8a9e\u306e\u5b66\u7fd2\u306b\u304a\u3044\u3066\u81ea\u3089\u306e\u9650\u754c\u3092\u8d8a\u3048\u308b\u559c\u3073\u3092\u5f97\u305f\u3044\u304b\u3089\u3060\u3002<\/p>\n

2\uff09\u82f1\u8a9e\u304c\u8a71\u3055\u308c\u3066\u3044\u308b\u306e\u3092\u805e\u304f\u3068\u308f\u304f\u308f\u304f\u3059\u308b\u306e\u3067\u3002<\/p>\n

3\uff09\u306a\u305c\u82f1\u8a9e\u3092\u52c9\u5f37\u3057\u306a\u3051\u308c\u3070\u3044\u3051\u306a\u3044\u306e\u304b\u308f\u304b\u3089\u306a\u3044\u3002\u306f\u3063\u304d\u308a\u8a00\u3063\u3066\u82f1\u8a9e\u306a\u3093\u3066\u3069\u3046\u3067\u3082\u3088\u3044\u3002<\/p>\n

4\uff09\u82f1\u8a9e\u3092\u52c9\u5f37\u3059\u308b\u306e\u306f\u307e\u308f\u308a\u304b\u3089\u671f\u5f85\u3055\u308c\u3066\u3044\u308b\u3088\u3046\u306a\u6c17\u304c\u3059\u308b\u304b\u3089\u3060\u3002<\/p>\n

5\uff09\u82f1\u8a9e\u304c\u8a71\u305b\u308b\u3068\u56fd\u969b\u4eba\u3067\u3042\u308b\u3068\u3044\u3046\u3053\u3068\u304c\u81ea\u899a\u3067\u304d\u308b\u304b\u3089\u3002<\/p>\n

6\uff09\u5916\u56fd\u8a9e\u3092\u3072\u3068\u3064\u306f\u8a71\u305b\u308b\u4eba\u306b\u306a\u308a\u305f\u3044\u306e\u3067\u3002<\/p>\n

7\uff09\u82f1\u8a9e\u3092\u52c9\u5f37\u3059\u308b\u306e\u306f\u82f1\u8a9e\u570f\u306e\u6587\u5b66\u306b\u95a2\u3059\u308b\u77e5\u8b58\u3092\u6df1\u3081\u3066\u3044\u304f\u306e\u304c\u697d\u3057\u3044\u304b\u3089\u3060\u3002<\/p>\n

8\uff09\u82f1\u8a9e\u3092\u52c9\u5f37\u3059\u308b\u306e\u306f\u82f1\u8a9e\u306e\u96e3\u3057\u3044\u69cb\u6587\u3092\u7406\u89e3\u3067\u304d\u305f\u6642\u306e\u559c\u3073\u3092\u5f97\u305f\u3044\u304b\u3089\u3060\u3002<\/p>\n

9\uff09\u82f1\u8a9e\u3067\u8a71\u3059\u6642\u3001\u308f\u304f\u308f\u304f\u3059\u308b\u306e\u3067\u3002<\/p>\n

10\uff09\u6b63\u76f4\u8a00\u3063\u3066\u3001\u79c1\u306f\u82f1\u8a9e\u306e\u52c9\u5f37\u306f\u6642\u9593\u306e\u7121\u99c4\u3060\u3068\u3044\u3046\u5370\u8c61\u3092\u3082\u3063\u3066\u3044\u308b\u3002<\/p>\n

11\uff09\u82f1\u8a9e\u3092\u52c9\u5f37\u3059\u308b\u306e\u306f\u3001\u5352\u696d\u5f8c\uff08\u3082\u3063\u3068\uff09\u540d\u58f0\u30fb\u6a29\u5a01\u306e\u3042\u308b\u4ed5\u4e8b\u306b\u3064\u304d\u305f\u3044\u304b\u3089\u3060\u3002<\/p>\n

12\uff09\u82f1\u8a9e\u304c\u8a71\u305b\u308b\u53cb\u9054\u306b\u4f1a\u3063\u305f\u3068\u304d\u82f1\u8a9e\u304c\u8a71\u305b\u306a\u3044\u3068\u6065\u305a\u304b\u3057\u3044\u306e\u3067\u3002<\/p>\n

13\uff09\u82f1\u8a9e\u3092\u52c9\u5f37\u3059\u308b\u306e\u306f\u81ea\u5df1\u306e\u6210\u9577\u3084\u81ea\u5df1\u5553\u767a\u306b\u3064\u306a\u304c\u308b\u306e\u3067\u3002<\/p>\n

14\uff09\u82f1\u8a9e\u3092\u52c9\u5f37\u3059\u308b\u306e\u306f\u3001\u65b0\u3057\u3044\u3053\u3068\u3092\u77e5\u308b\u3068\u6e80\u8db3\u611f\u3092\u5473\u308f\u3048\u308b\u304b\u3089\u3060\u3002<\/p>\n

15\uff09\u82f1\u8a9e\u3092\u52c9\u5f37\u3059\u308b\u306e\u306f\u3001\u82f1\u8a9e\u306e\u96e3\u3057\u3044\u7df4\u7fd2\u554f\u984c\u3092\u3084\u308a\u9042\u3052\u305f\u3068\u304d\u306b\u5473\u308f\u3048\u308b\u6e80\u8db3\u611f\u3092\u5f97\u305f\u3044\u304b\u3089\u3060\u3002<\/p>\n

16\uff09\u30cd\u30fc\u30c6\u30a3\u30d6\u30fb\u30b9\u30d4\u30fc\u30ab\u30fc\u304c\u82f1\u8a9e\u3092\u8a71\u3057\u3066\u3044\u308b\u306e\u3092\u805e\u304f\u3068\u697d\u3057\u304f\u306a\u308b\u306e\u3067\u3002<\/p>\n

17\uff09\u82f1\u8a9e\u3092\u52c9\u5f37\u3057\u3066\u3044\u308b\u3068\u3001\u81ea\u5206\u306f\u3044\u3063\u305f\u3044\u4f55\u3092\u3057\u3066\u3044\u308b\u3093\u3060\u308d\u3046\u3068\u601d\u3063\u3066\u3057\u307e\u3046\u3002<\/p>\n

18\uff09\u82f1\u8a9e\u3092\u52c9\u5f37\u3059\u308b\u306e\u306f\uff08\u3088\u308a\uff09\u9ad8\u3044\u53ce\u5165\u3092\u5f97\u3089\u308c\u308b\u3088\u3046\u306b\u306a\u308b\u305f\u3081\u3067\u3042\u308b\u3002<\/p>\n

19\uff09\u82f1\u8a9e\u304c\u8a71\u305b\u306a\u3044\u3068\u3046\u3057\u308d\u3081\u305f\u304f\u611f\u3058\u308b\u306e\u3067\u3002<\/p>\n

20\uff09\u82f1\u8a9e\u304c\u8a71\u305b\u308b\u4eba\u306b\u306a\u308a\u305f\u3044\u3068\u601d\u3063\u3066\u3044\u308b\u306e\u3067\u3002<\/p>\n

21\uff09\u82f1\u8a9e\u3092\u52c9\u5f37\u3059\u308b\u306e\u306f\u82f1\u8a9e\u570f\u306e\u4eba\u3005\u3084\u751f\u6d3b\u69d8\u5f0f\u306b\u3064\u3044\u3066\u306e\u77e5\u8b58\u3092\u5f97\u308b\u306e\u304c\u697d\u3057\u3044\u304b\u3089\u3060\u3002<\/p>\n

Adapted from Yashima et al. (2009), which was adapted from Noels et al. (1999).<\/p>\n

\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

[ELTWeekly Volume 6, Issue 5 |\u00a0February 24, 2014] There are several types of motivational theories and much has been written on various theories of EFL learner motivation (e.g., D\u00f6rnyei, 2009a; Dornyei, 1998; D\u00f6rnyei & Ushioda, 2009; Gardner, 2001; Oxford, 1994; Oxford & Shearin, 1994). Ur (1996) proposed a distinction of two types of motivation for […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ocean_post_layout":"","ocean_both_sidebars_style":"","ocean_both_sidebars_content_width":0,"ocean_both_sidebars_sidebars_width":0,"ocean_sidebar":"","ocean_second_sidebar":"","ocean_disable_margins":"enable","ocean_add_body_class":"","ocean_shortcode_before_top_bar":"","ocean_shortcode_after_top_bar":"","ocean_shortcode_before_header":"","ocean_shortcode_after_header":"","ocean_has_shortcode":"","ocean_shortcode_after_title":"","ocean_shortcode_before_footer_widgets":"","ocean_shortcode_after_footer_widgets":"","ocean_shortcode_before_footer_bottom":"","ocean_shortcode_after_footer_bottom":"","ocean_display_top_bar":"default","ocean_display_header":"default","ocean_header_style":"","ocean_center_header_left_menu":"","ocean_custom_header_template":"","ocean_custom_logo":0,"ocean_custom_retina_logo":0,"ocean_custom_logo_max_width":0,"ocean_custom_logo_tablet_max_width":0,"ocean_custom_logo_mobile_max_width":0,"ocean_custom_logo_max_height":0,"ocean_custom_logo_tablet_max_height":0,"ocean_custom_logo_mobile_max_height":0,"ocean_header_custom_menu":"","ocean_menu_typo_font_family":"","ocean_menu_typo_font_subset":"","ocean_menu_typo_font_size":0,"ocean_menu_typo_font_size_tablet":0,"ocean_menu_typo_font_size_mobile":0,"ocean_menu_typo_font_size_unit":"px","ocean_menu_typo_font_weight":"","ocean_menu_typo_font_weight_tablet":"","ocean_menu_typo_font_weight_mobile":"","ocean_menu_typo_transform":"","ocean_menu_typo_transform_tablet":"","ocean_menu_typo_transform_mobile":"","ocean_menu_typo_line_height":0,"ocean_menu_typo_line_height_tablet":0,"ocean_menu_typo_line_height_mobile":0,"ocean_menu_typo_line_height_unit":"","ocean_menu_typo_spacing":0,"ocean_menu_typo_spacing_tablet":0,"ocean_menu_typo_spacing_mobile":0,"ocean_menu_typo_spacing_unit":"","ocean_menu_link_color":"","ocean_menu_link_color_hover":"","ocean_menu_link_color_active":"","ocean_menu_link_background":"","ocean_menu_link_hover_background":"","ocean_menu_link_active_background":"","ocean_menu_social_links_bg":"","ocean_menu_social_hover_links_bg":"","ocean_menu_social_links_color":"","ocean_menu_social_hover_links_color":"","ocean_disable_title":"default","ocean_disable_heading":"default","ocean_post_title":"","ocean_post_subheading":"","ocean_post_title_style":"","ocean_post_title_background_color":"","ocean_post_title_background":0,"ocean_post_title_bg_image_position":"","ocean_post_title_bg_image_attachment":"","ocean_post_title_bg_image_repeat":"","ocean_post_title_bg_image_size":"","ocean_post_title_height":0,"ocean_post_title_bg_overlay":0.5,"ocean_post_title_bg_overlay_color":"","ocean_disable_breadcrumbs":"default","ocean_breadcrumbs_color":"","ocean_breadcrumbs_separator_color":"","ocean_breadcrumbs_links_color":"","ocean_breadcrumbs_links_hover_color":"","ocean_display_footer_widgets":"default","ocean_display_footer_bottom":"default","ocean_custom_footer_template":"","omw_enable_modal_window":"enable","ocean_post_oembed":"","ocean_post_self_hosted_media":"","ocean_post_video_embed":"","ocean_link_format":"","ocean_link_format_target":"self","ocean_quote_format":"","ocean_quote_format_link":"post","ocean_gallery_link_images":"on","ocean_gallery_id":[],"footnotes":""},"categories":[39,466,53,324,336,414],"tags":[693],"class_list":["post-4535","post","type-post","status-publish","format-standard","hentry","category-elt-newsletter","category-elt-research-papers","category-eltweekly","category-eltweekly-volume-6-eltweekly","category-esl-research-papers","category-volume-6-issue-5","tag-david-ockert","entry"],"_links":{"self":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/posts\/4535","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=4535"}],"version-history":[{"count":0,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/posts\/4535\/revisions"}],"wp:attachment":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4535"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=4535"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=4535"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}