Motivational Self of EFL science students in Japan
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Transcript of Motivational Self of EFL science students in Japan
Glen A. HillObihiro University of Agriculture and Veterinary Medicine
Motivational Self of EFL science students in
Japan
Joseph FaloutNihon University, College of Science and Technology
Matthew AppleNara National College of Technology
Background
Trade agreements
Environmental protection Mega-
projects
Research & development
Disaster relief
Why will S&E students need English?
d
Multinational corporations
However, S&E students struggle with second language (L2) motivation.
S&E students are more likely to have experienced demotivation and learned
helplessness
(Falout et al, 2009)
S&E students feel a loss of confidence and blame themselves for falling behind
(Falout & Maruyama, 2004)
Problems are based on false hopes false expectations.
Specialized majors may lose motivation early, since introductory courses are unrelated to
their field
(O’Dowd, 2010)
S&E teachers do not encourage learning English, leading to poor course selection and
weak ability
(Hill, 2010)
What can help S&E students to become motivated to learn and improve their L2?
What L2 motivational factors are most salient for S&E students in Japan?
What can help S&E students to become motivated to learn and improve their L2?
Theories of motivation applicable in the Japanese EFL context.
A desire to integrate or identify with the target language culture motivation.
Integrative orientation
Attitudes toward the L2 culture
Motivational intensity
Socio-cultural model
Learners who have choices, feel they belong, and are capable motivated
Autonomy
Relatedness Competence
Self-determination theory
Learners who can imagine reaching an “ideal self” motivated.
Ideal L2 Self
L2 Experience Ought-to L2 Self
L2 Motivational Self System
In a perfect world, my English abilities are very high.
I will be able to use English perfectly or almost perfectly for my needs.
Ideal L2 self
What I would like to become
Most likely, I can attain some of the English abilities that I expect.
It’s possible that I will be able to use English to a satisfactory level.
Probable L2 self
What I might become
I know the specific English abilities necessary to succeed.
I have no choice in selecting these. Attaining the proper level is obligatory.
Ought-toL2 self
What I’m afraid to become
Probable L2 self
Ideal L2
self
Ought-toL2 self
What I would like to become
What I might become
What I’m afraid to become
Primary research questions for the three studies in this presentation
1. What are the most salient L2 motivational factors for S&E students in Japan?
2. What are the relationships among various L2 motivational factors for S&E students?
3. Which Possible L2 Selves factors predict English language performance?
Preliminary Studies
Variables Assemble!
Integrative orientation
Attitudes toward the L2 culture
Motivational intensity
Autonomy
Relatedness Competence
Ideal L2 Self
L2 Experience Ought-to L2 Self
Attitudes toward English
Interest in English Culture
Classroom Atmosphere
Perceived Speaking Competence
Probable L2 Self
Ought-to L2 Self
Perceived Social Values
Attitudes toward L2 Culture
Interest in English Culture
Relatedness
Perceived Competence
L2 Experience
Ought-to L2 Self
Variables in theory Variables used
Apple, Falout, & Hill (2012)
N = 395; Technical college students
high sense of importance of English,
low sense of ability
SEM path model results showed the relationship of social, language attitudes, and possible selves.
Classroom atmosphere
Speaking anxiety
Interest in English culture
International friendship
Perceived speaking
competence
.73
.57
-.14
.78
.68
.31
.42
.33
.56
.73 .2
6.34
Ideal L2 Self
Probable L2 Self
Ought-to L2 Self
SEM path model results showed the relationship of social, language attitudes, and possible selves.
Classroom atmosphere
Speaking anxiety
Interest in English culture
International friendship
Perceived speaking
competence
.73
.57
-.14
.78
.68
.31
.42
.33
.56
.73 .2
6.34
Ideal L2 Self
Probable L2 Self
Ought-to L2 Self
SEM path model results showed the relationship of social, language attitudes, and possible selves.
Classroom atmosphere
Speaking anxiety
Interest in English culture
International friendship
Perceived speaking
competence
.73
.57
-.14
.78
.68
.31
.42
.33
.56
.73 .2
6.34
Ideal L2 Self
Probable L2 Self
Ought-to L2 Self
Multiple regression results revealed that a sense of Ideal L2 Self predicted English performance
Variable B β t
Ideal L2 Self 9.34 .28 3.73*
Probable L2 Self -2.61 -.13 -1.57
Ought-to L2 Self 2.56 .10 1.56
TOEIC is the dependent variable (n = 317)
* p < .001
MethodsStudy 1
School A = 395 (Kansai)
School B = 143 (Kanto)
School C = 116 (Hokkaido)
The study comprised 654 science and engineering (S&E) students in Japan.
Apple, Falout, & Hill (in press)
Instrumentation used in the study
A questionnaire of 54 itemsDesigned to measure 11 latent constructs
Used a 6-point Likert scale
Strongly disagree
Strongly agree
A hypothetical model was created to examine linear relationships in the data.
Probable L2 self
Integrative orientation
Interest in English culture
Speaking anxiety
Attitude toward English
Perceived speaking
competence
Desire to speak
English
Perceived social value
Ideal L2 self
Ought-toL2 self
Class-room atmo-
sphere
ResultsStudy 1
Probable L2 self
Integrative orientation
Interest in English culture
Speaking anxiety
Attitude toward English
Perceived speaking
competence
Desire to speak
English
Perceived social value
.72
.11
.20
.58
-.24
.13
.23
.25
.67
.98
.44.90
-.95
.53
-.16
.55
1.41
Ideal L2 self
Ought-toL2 self
Class-room atmo-
sphere
Integrative orientation
Interest in English culture
Class-room atmo-
sphere
Speaking anxiety
Attitude toward English
Perceived speaking
competence
Desire to speak
English
Perceived social value
.72
.11
.20
.58
-.24
.13
.23
.25
.67
.98
.44.90
-.95
.53
-.16
.55
1.41
Ideal L2 self
Ought-toL2 self
Probable L2 self
Desire to speak
English
Interest in English culture
Class-room atmo-
sphere
Speaking anxiety
Attitude toward English
Perceived speaking
competence
Perceived social value
.72
.71
.21
.58
-.24
.13
.21
.20
.71
.29
.48
.56
.53
Ideal L2 self
Ought-toL2 self
.58
.40
Probable L2 self
Final expected degree Number Percent
Junior college 144 27.9
4-year university
173 33.5
Master’s 151 29.2
Doctorate 49 9.5
F(1,3) = 3.60 p = .013
ANOVA revealed significant differences between participants’ final expected degreeOught-to L2 Self is the dependent variable
The post hoc analysis indicated differences between junior college and master’s degree goals.
Final expected degree Number Percent
Junior college 144 27.9
Master’s 151 29.2
t(150) = 3.45 p = .007 d = .38r = .19
mediumsmall / med
Ought-to L2 Self is the dependent variable
DiscussionStudy 1
Ought-to L2 Self was more important than Ideal L2 Self, but Ideal L2 Self led to higher English ability.
Societal obligations to learn English for careers in S&E
Personal interests for friendship and pleasure
Participants have a desire to communicate, but...
Ought-to L2 Self as more important than Ideal L2 Self reflects the L2 situation in Japan.
.31
.42
Ideal L2 Self
Probable L2 Self
Ought-to L2 Self
Participants have a desire to communicate, but...
Ought-to L2 Self as more important than Ideal L2 Self reflects the L2 situation in Japan.
.31
.42
Ideal L2 Self
Probable L2 Self
Ought-to L2 Self
...they have difficulty imagining themselves using English...
Participants have a desire to communicate, but...
Ought-to L2 Self as more important than Ideal L2 Self reflects the L2 situation in Japan.
.31
.42
Ideal L2 Self
Probable L2 Self
Ought-to L2 Self
...they have difficulty imagining themselves using English......yet little difficulty agreeing that they have to learn English.
Results indicate that as students mature, their Possible Selves may change
Technician
vs.
Technical specialist?
Results indicate that as students mature, their Possible Selves may change
A matter of age / year of study?
Unresolved issues from previous studies leading to current study1. Small sample size
(54 variables x 20 cases = min. 1008)
2. Limited range of institutions (only 3)
3. Uneven numbers across years of study
4. Not enough TOEIC scores
5. Model was not validated with separate sample after path respecification
MethodsStudy 2 (In progress)
Ages ranged from 19 to 27 (Ave = 20)
N = 310 (university 1st to doctorate)
Pilot study results
84.5% male, 15.5% female
Items did not correlate well with any other factor
Attitude toward English
Pilot study results - findings
A handful of items were skewedRemoved all 4 AE itemsSlightly rewrote 5 items to distinguish Possible Selves
16 institutions
High school 2nd to Master’s 2nd
The study comprises 1,891 science and engineering (S&E) students in Japan.
40-item instrument
The hypothetical model was based on previous research and modified for this study
Classroom atmosphere
Speaking anxiety
Interest in English culture
International friendship
Perceived speaking
competence
Ideal L2 Self
Probable L2 Self
Ought-to L2 Self
Analysis procedures to be followed
1. Pilot the questionnaire (completed)
2. Descriptive statistics (used for screening data)
3. Factor analysis (to determine item strength)
4. Structural equation modeling (to determine relationships among factors)
5. Multiple regression (to examine predictive quality)
Preliminary ResultsStudy 2 (In progress)
52 student responses removed due to incomplete or patterned responsesAges ranged from 15 to 63 years old (Ave: 19)
Data screening reduced the size to 1,839
79% male, 20% female
37% had traveled overseas
5% had lived overseas
Travel / overseas items showed a lack of international / intercultural experience
1.3% had most of their schooling overseas
Participants’ English ability level was measured by TOEIC and/or TOEIC Bridge866 reported TOEIC scores
Bridge scores were transformed into TOEIC for comparison
Average TOEIC score = 388.16
Correlational analyses showed strong relationships between variablesTop 3 correlated factors for the Possible Selves
Ideal L2 SelfProbable L2 Self
Ought-to L2 Self
Internat’l Friendship(r = .64)
Internat’l Friendship(r = .69)
Perceived Social Value(r = .72)
Speaking Competence(r = .60)
Interest in Culture(r = .56)
Internat’l Friendship(r = .48)
Interest in Culture(r = .61)
Perceived Social Value(r = .53)
Exploratory Factor Analysis (FA) demonstrated mixing of items
Ought-to L2 Self, Perceived Social Values, Probable L2 Self items loaded onto same factor
Probable L2 Self items also loaded onto other factors
Why?
Exploratory Factor Analysis (FA) is based on correlations among factors
Correlations among the Possible Selves factors are strong, making it difficult for FA to separate them
Ideal L2 Self Probable L2 Self (r = .73)
Ought-to L2 Self Probable L2 Self (r = .63)
Implications(based on previous
studies)
Potential solutions to improve motivation
Classroom Atmosphere
influences competence, interest, desire, and ultimately Ideal L2 Self
Classroom atmosphere
Interest in English culture
International friendship
Perceived speaking
competence
Ideal L2 Self
Potential solutions to improve motivation
Examples:
1.Pair/group work
2.Classroom physical design
3.Teach no single answer
Classroom Atmosphere
Potential solutions to improve motivation
CurriculumChanges
Increases social value of English, eases monotony of lessons
Probable L2 Self
Ought-to L2 Self
Potential solutions to improve motivation
CurriculumChanges
Examples:
1.Allow students to mix more year to year
2.Put S&E students together with other majors
Potential solutions to improve motivation
Connect English to Real World
Increases social value of English, provides clearer sense of purpose for Ideal Self
Probable L2 Self
Ought-to L2 Self
Ideal L2 Self
Potential solutions to improve motivation
Connect English to Real World
Increases social value of English, provides clearer sense of purpose for Ideal Self
Probable L2 Self
Ought-to L2 Self
Ideal L2 Self
Potential solutions to improve motivation
Connect English to Real World
Examples:
1.Learn from experiences of Japanese in S&E industry
2.Communicate with foreign S&E counterparts
3.Solve problems together
Future ResultsStudy 2 (In progress)
Model confirmation of previous studies using different groups of students
• Technical college students
• Undergraduate students
• Graduate students
Classroom atmosphere
Speaking anxiety
Interest in English culture
International friendship
Perceived speaking
competence
Ideal L2 Self
Probable L2 Self
Ought-to L2 Self
Model confirmation of previous studies using different groups of students
• Or, using a demographic variable (age, expected final degree, etc.)
Classroom atmosphere
Speaking anxiety
Interest in English culture
International friendship
Perceived speaking
competence
Ideal L2 Self
Probable L2 Self
Ought-to L2 Self
Age
Regressional analysis to determine predictive capability of English proficiency
• Previous study showed Ideal L2 Self as predictor of TOEIC
Will an increased sample size from more schools (N = 866) show the same results?
Variable B β t
Ideal L2 Self 9.34 .28 3.73*
Probable L2 Self -2.61 -.13 -1.57
Ought-to L2 Self 2.56 .10 1.56
(Apple et al, 2012)
N = 317
Qualitative stage of the project (2013~2014) includes follow-up interviews• Currently 150+ students volunteered
• Interviews will occur 4 times, half-year intervals
When do science students develop a sense of an Ideal L2 Self?
What factors are involved?
How can ESP instructors help students develop an L2 Self from “I have to” to “I can imagine myself using”?
Glen A. HillObihiro University of Agriculture and Veterinary Medicine
Motivational Self of EFL science students in
Japan
Joseph FaloutNihon University, College of Science and Technology
Matthew AppleNara National College of Technology
Thank you for your attention
Glen A. HillObihiro University of Agriculture and Veterinary Medicine
Acknowledgments
Joseph FaloutNihon University, College of Science and Technology
Matthew AppleNara National College of Technology
The main study in this presentation was funded by a JSPS Grant-in-Aid (General C)
and generous contributions of time and data collecting by EFL instructors across Japan
Japan is a “black hole” of scientific research (IEEE Spectrum, Sept 2012).
Few scientists coming in… even fewer going out…
The Rasch model
(Rasch, 1960)
The Rating Scale Model
(Andrich, 1978)
Reliability and separation scores
Item-person map for all constructs
Rasch principal components analysis of item residuals (first contrast)