File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)

Article: Instrumental reasons for studying in compulsory English courses: I didn't come to university to study English, so why should I?

TitleInstrumental reasons for studying in compulsory English courses: I didn't come to university to study English, so why should I?
Authors
KeywordsInstrumental motivation
Japan
Tertiary education
Compulsory courses
Mixed method
English-language education
Issue Date2014
PublisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/loi/rill20
Citation
Innovation in Language Learning and Teaching, 2014, v. 8 n. 3, p. 239-256 How to Cite?
AbstractIn numerous Asian-Pacific tertiary contexts – students' chosen department notwithstanding – second-language study is a requirement for both entry level and graduation. A practice by which Second Language motivation research could benefit from First Language procedures is to acknowledge instrumentality in such nonelective classes. Instrumental goals are central to the learning process and its outcomes; thus, students' lack of choice must be considered as a factor affecting both goal-setting and motivation. This study adapts Simons et al.'s inventory to a compulsory language-course context and then qualitatively validates it. First-year mixed major university students (n = 1071) taking compulsory English classes completed a 20-item inventory addressing instrumental reasons for studying within the university program. Exploratory factor analysis of the data (n = 535) suggested four clear factors: distal, social, proximal external, and personal. Confirmatory factor analysis (n = 536) replicated the four-factor solution well. Students' qualitative perceptions of the importance (r2=0.29) and utility (r2=0.16) of English each explained a meaningful amount of learners' quantitative distal goals. The strong relationship between distal goals and perceptions of the importance of English suggests that teachers might support students' instrumental motivation both by stressing the importance of English and aiding students' in developing distal goals for English.
Persistent Identifierhttp://hdl.handle.net/10722/225910
ISSN
2015 SCImago Journal Rankings: 0.336

 

DC FieldValueLanguage
dc.contributor.authorFryer, LK-
dc.contributor.authorOzono, S-
dc.contributor.authorCarter, P-
dc.contributor.authorNakao, K-
dc.contributor.authorAnderson, CJ-
dc.date.accessioned2016-05-23T08:34:05Z-
dc.date.available2016-05-23T08:34:05Z-
dc.date.issued2014-
dc.identifier.citationInnovation in Language Learning and Teaching, 2014, v. 8 n. 3, p. 239-256-
dc.identifier.issn1750-1229-
dc.identifier.urihttp://hdl.handle.net/10722/225910-
dc.description.abstractIn numerous Asian-Pacific tertiary contexts – students' chosen department notwithstanding – second-language study is a requirement for both entry level and graduation. A practice by which Second Language motivation research could benefit from First Language procedures is to acknowledge instrumentality in such nonelective classes. Instrumental goals are central to the learning process and its outcomes; thus, students' lack of choice must be considered as a factor affecting both goal-setting and motivation. This study adapts Simons et al.'s inventory to a compulsory language-course context and then qualitatively validates it. First-year mixed major university students (n = 1071) taking compulsory English classes completed a 20-item inventory addressing instrumental reasons for studying within the university program. Exploratory factor analysis of the data (n = 535) suggested four clear factors: distal, social, proximal external, and personal. Confirmatory factor analysis (n = 536) replicated the four-factor solution well. Students' qualitative perceptions of the importance (r2=0.29) and utility (r2=0.16) of English each explained a meaningful amount of learners' quantitative distal goals. The strong relationship between distal goals and perceptions of the importance of English suggests that teachers might support students' instrumental motivation both by stressing the importance of English and aiding students' in developing distal goals for English.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/loi/rill20-
dc.relation.ispartofInnovation in Language Learning and Teaching-
dc.rightsPreprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI].-
dc.subjectInstrumental motivation-
dc.subjectJapan-
dc.subjectTertiary education-
dc.subjectCompulsory courses-
dc.subjectMixed method-
dc.subjectEnglish-language education-
dc.titleInstrumental reasons for studying in compulsory English courses: I didn't come to university to study English, so why should I?-
dc.typeArticle-
dc.identifier.emailFryer, LK: fryer@hku.hk-
dc.identifier.authorityFryer, LK=rp02148-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/17501229.2013.835314-
dc.identifier.volume8-
dc.identifier.issue3-
dc.identifier.spage239-
dc.identifier.epage256-
dc.publisher.placeUnited Kingdom-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats