Assessing Motivation and Instruction for Languages at Japanese JHSs

Abstract

foreign and native languages at Japanese junior high schools. The integrated model consisted of perceived control, regulation of motivation, and perceptions of instruction. The hypothetical support and harm of instruction for students’ motivations and beliefs was the focus of the pilot study and the broader research programme. As a preliminary step towards longitudinal analyses, the integrative model and its individual constructs were also assessed for construct validity and reliability; interrelationships along with year-end subject achievement were examined. Results support the integrated model as generally fitting well Japanese junior high school and specifically fitting language education. Correlative results for English language learning were theoretically consistent and comparable to past findings in other domains and cultural contexts. The practical implications of the findings and future directions for research in this area are discussed.