European Journal of English Language Teaching ISSN: 2501-7136 ISSN-L: 2501-7136 Available on-line at: www.oapub.org/edu Volume 2 │ Issue 4 │ 2017 doi: 10.5281/zenodo.823789 HOW TO MOTIVATE DE-MOTIVATED JAPANESE COLLEGE EFL LEARNERS Yuichi Todaka Miyazaki Municipal University, Japan Abstract: In Japan, English is a significant part of everyday life. We see English advertising signs all around us, we use English loan-words in Japanese written and spoken communication, and many Japanese songs incorporate English into their lyrics (Aspinall, 2003). On the other hand, it is known to scholars that many Japanese students are de-motivated to study English. Hasegawa (2004) reports that 71% of junior high school students and 77% of senior high school students are not motivated to study English. Among the reasons for de-motivation are the lack of perceived relevance of English learning and the lack of confidence in capabilities. Thus, this present study focuses on the following four areas as tools to help de-motivated students become remotivated and to enable them to sustain that motivation to study English throughout the 2016 academic year: (1) the four sources of self-efficacy beliefs (Bandura, 1977); (2) the establishment of concrete EFL study reasons for future careers; (3) the development of time management skills; and (4) the understanding of effective self-regulated learning. 210 Japanese college freshmen in four different proficiency groups participated in this study. It was found that when focus was placed on sources of selfefficacy, students in all the proficiency groups were able to significantly improve their English listening skills throughout the academic year, and that students in general were able to sustain relatively high self-efficacy beliefs about their English listening skills. However, a sharp decline was found in the number of students who were able to sustain that motivation during the two-month summer break. It is suggested that ample examples of concrete English study reasons that are associated with students' future careers as well as activities for visualization (Sampson, 2012) might need to be implemented into our pedagogic approach to help our freshmen put their acquired knowledge into action during the summer break. Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 87 Yuichi Todaka HOW TO MOTIVATE DE-MOTIVATED JAPANESE COLLEGE EFL LEARNERS Keywords: self-efficacy beliefs, concrete EFL study reasons for future careers, time management skills, self-regulated study cycle 1. Introduction Ever since the Meiji period, when English classes were introduced in Japan to compete in an industrializing world (Butler & Iino, 2005), the Ministry of Education, Culture, Sports, Science, and Technology (hereafter, MEXT) has been establishing various measures to reform the English education system in Japan. The primary reason for such measures in recent years is to help Japanese EFL learners develop necessary English skills so that they can communicate with foreigners in English. However, many Japanese EFL learners are not motivated to study English. Based on a questionnaire about English lessons in secondary school students, Hasegawa (2004) found that 71% of junior high and 77% of senior high school students reported that they were demotivated to study English. In addition, Dörnyei and Ushioda (2011, p. 150 cited in Sampson, , p. suggest that in Japan…demotivation among learners of English seems to be a major educational concern’. In fact, Doyon (2003: 4) describes Japanese college students as followed: For many students the motivation to study English is directed towards passing difficult entrance examinations that will hopefully propel them into a high ranking university. It is said that once many of these students enter university, very little studying takes place with the university becoming no more than a leisure land or moratorium where students can take a break before entering the workforce. (Hane 1996; Gittlesohn 1989; Stronach 1988; Sugimoto 1997) Todaka (2009) administered a questionnaire assessing 55 Japanese college EFL learners motivated learning behavior. It was found that the participants considered themselves to be able to become competent L2 learners because they enjoy learning English, and because they understand the utilitarian benefits associated with being able to speak English. However, they indicated that …they had experienced varying degrees of anxiety in L2 communication, and that they do not have confidence in their linguistic abilities. Furthermore, they also indicated that …they did not consider themselves to be diligent language learners. Kikuchi and Sakai (2009) reported that (1) course books, (2) inadequate school facilities, (3) test scores, (4) non-communication methods, and teachers teaching styles and competencies were all found to be demotivating factors for Japanese high school students. Notable among the factors extracted, they reported that nonEuropean Journal of English Language Teaching - Volume 2 │ Issue 4 │ 2017 88 Yuichi Todaka HOW TO MOTIVATE DE-MOTIVATED JAPANESE COLLEGE EFL LEARNERS communicative teaching methods, ones that focus on grammar and preparation for college entrance examinations for example, were perceived to be de-motivating by many participants. In addition, a recent study by Jahedizadeh (2016) reports that class materials, lack of interest, experiences of failure, classroom environment, and poor teachers significantly influenced student burnout. As indicated, there exists tremendous lack in Japanese EFL learner motivation and in their self-efficacy beliefs to carry out a necessary task. Self-efficacy theory states that desired effects by their own actions people’s belief s in their capabilities to produce ‛andura, , p. vii is the most important factor in determining how people choose to engage in challenges and how much effort they make when faced with them (Maddux, 2002). Thus, self-efficacy is not simply perceived skill, nor is it simply a prediction of behavior and an intention to attain a particular goal. Self-efficacy is what one believes they can do with their skills under certain conditions (Maddux, 2002). Since Bandura (1977) first proposed self-efficacy theory, many articles relating to it have been published in the fields of psychology, sociology, kinesiology, and medicine. Bandura (1977) outlined the four sources of self-efficacy: (1) performance outcomes; (2) vicarious experiences; (3) verbal persuasion; and (4) physiological feedback. Performance outcomes denote that our positive or negative experiences can influence our ability to perform a given task. Vicarious experiences are referred to as the influence of someone else s success or failure on one s own high or low self-efficacy. Verbal persuasion means that personal self-efficacy is affected by what others say to us about what they believe we can do or not. Finally, physiological feedback is described as the positive physiological and emotional sensations that are likely to lead one to have high self-efficacy in a given situation. Raoofi et al. (2013, pp. 63-65) reviewed 32 articles published between 2003 and 2012 with regard to the effectiveness of self-efficacy theory in ESL/EFL contexts. They found that 12 articles examined the relationship between self-efficacy beliefs and ESL/EFL performance based on either course grades (Mahyuddin et al., 2006; Mills, Pajares, & Herron, 2007; Hsieh & Schallert, 2008),proficiency in reading (Mills, Pajares & Herron, 2006; Mills, Pajares, & Herron, 2007), or listening (Mills, Pajares, & Herron, 2006; Magogwe & Oliver, 2007; Tilfarlioglu & Cifici, 2011). They report that the findings of these studies indicate a direct relationship between self-efficacy and performance, which is in line with the findings in other research domains such as math and education in general (Dennissen et al., 2007; Multon et al., 1991; Pajares, 1996). Furthermore, 7 articles examined the relationship between self-efficacy and anxiety (Mills, Pajares & Herron, 2006; Erkan & Saban, 2011; Anyadubalu, 2010; Cubukcu, 2008) and the relationship between self-efficacy and attributions (Hsieh & Kang, 2010; Hsieh & European Journal of English Language Teaching - Volume 2 │ Issue 4 │ 2017 89 Yuichi Todaka HOW TO MOTIVATE DE-MOTIVATED JAPANESE COLLEGE EFL LEARNERS Schallert, 2008; Graham, 2006). The findings of these studies indicate a significant inverse relationship between one s self-efficacy level and ESL/EFL performance. In other words, students with high self-efficacy attribute their failure to a lack of effort, whereas low-level self-efficacy students attribute their failure to low ability. Raoofi et al. (2013) also report on the findings of studies focusing on factors that influence the enhancement of self-efficacy beliefs, though the number of those studies was limited. Cakir and Alici (2009) found that past successful experiences and social persuasions are influential factors that affect learners self-efficacy. Wang & Pape (2007) reported that factors such as past experience, interest, attitudes toward English language, social persuasion, task difficulty, and social and cultural setting are all important in determining learners self-efficacy level. Todaka (2017), in addition, reports that teachers need to help Japanese college EFL freshmen establish their English study reasons that are associated with their future careers. Dörnyei and Kubanyiova also indicate the importance of students future visions as an effective way to assist them in a long-term ongoing endeavor. The L2 Motivational Self System (Dörnyei, 2005, 2009) stresses the importance of L learners self-perception of their desired future self-states. Furthermore, the intensity of that motivation partly depends on learners ability to produce mental imagery (Dörnyei and Chan, 2013). Markus and Nurius (1987, p. 159 cited in Dörnyei, 2013, p. report that possible selves encompass within their scope visions of desired and undesired end states . Dörnyei and Chan (2013) assert that L2 learners with a vivid ideal self-image are more likely to motivate themselves and carry out necessary tasks to realize their desired future selves that are associated with English skills. In other words, if L learners can visualize their future in which they utilize their English skills in their careers, they tend to motivate themselves and to sustain motivation to study English. Thus, L2 learners need to carefully consider their concrete English study reasons that are associated with their future careers. Brown (2004) conducted research on Japanese university students motivation for English learning, and reported that the amount of actual time students spent studying English depends on their reasons for taking action. He also indicated that the key is not the specific nature of the reasons or attitude, but the intentions and actions that result p. . Thus, reasons for necessary English study to improve Japanese college EFL freshmen s English skills have to be clearly recognized and decided on by the freshmen themselves. Todaka (2017) also found that time management skills for prioritization of English study need to be taught to help de-motivated Japanese college EFL freshmen find the time to improve their English listening skills. Ammar (2007, p.6) reports that poor time management has been correlated with school-related tensions and feelings that one is less in control of time than is desired (Macan, 1996). Indeed some of our European Journal of English Language Teaching - Volume 2 │ Issue 4 │ 2017 freshmen 90 Yuichi Todaka HOW TO MOTIVATE DE-MOTIVATED JAPANESE COLLEGE EFL LEARNERS couldn t sustain their motivation to improve their English listening skills because they felt overwhelmed with college assignments. Ammar (2007) investigated the effectiveness of improving prospective EFL teachers time management strategies on their teaching performance and instructional self-efficacy beliefs and found that prospective teachers who were trained in time management strategies were more able to manage their classes so that student learning could be maximized (p.1). Roblyer (1999 cited in Lynch and Dembo, 2004) argues that students who are poor at managing time are likely to achieve less in distance courses. Furthermore, Lynch and Dembo , p. point out, self-regulated learners are proactive in managing not only their study time but also their study environment (Zimmerman and Martines-Pons, 1 6 . Time management skills have been found to be one of the important self-regulatory learning attributes that can help learners in classroom-based learning become effective autonomous learners (Lynch and Dembo, 2004, p. 4). Although their studies focus specifically on the time management skills of EFL teachers and distance learners, we can state that training in time management strategies can also help other EFL learners engage more efficiently in their English study. Garcia-Ros et al. (2004 cited in Ammar, 2007, p. 5) investigated how well time management skills could predict the academic achievements of Spanish high school students. They reported that effective time management skills did lead to higher academic achievement of those high school students. In addition, students with effective time management behaviors can indeed organize, prioritize, and budget their time in accordance with the requirements of the learning situations (Bidjerano, 2005; and Zimmerman, 2002, cited in Ammar, , p. .‛ecause MEXT is planning to promote Japanese students English abilities, especially communicative skills, and because Japan ranked last on 2005/2006 TOEFL tests among Asian countries, including North Korea, our focus is to find ways to help our students improve their chances of developing necessary English listening skills. The objectives of the present study are twofold: (1) to examine how our pedagogical approach assists Japanese college EFL learners in realizing the importance of establishing new and concrete study reasons that are associated with their future careers so that the positive effects of high self-efficacy beliefs can help them sustain their motivation to improve English listening skills; and (2) to investigate the extent in which time management skills help Japanese college EFL learners create time to engage in necessary English tasks. For downloading the full article, please access the following link: http://oapub.org/edu/index.php/ejel/article/view/880 European Journal of English Language Teaching - Volume 2 │ Issue 4 │ 2017 91 Yuichi Todaka HOW TO MOTIVATE DE-MOTIVATED JAPANESE COLLEGE EFL LEARNERS European Journal of English Language Teaching - Volume 2 │ Issue 4 │ 2017 92