Identity, Motivation and English Learning in a Japanese Context

Abstract

Founded upon motivation, identity and self theories, this qualitative case study explored the motivational self systemand identities of Japanese EFL learners and their influence on motivation and English language learning. Data wascollected through online surveys among 22 graduate and undergraduate university students. The survey resultsindicated high motivation, international orientation and positive attitudes toward English language learning. Thethematic analysis of students’ detailed responses to the open-ended questions showed a stronger instrumentalmotivation and lack of desire to join and identify with the English communities and culture. International orientationappeared to be a better measure of motivation as opposed to integrative motivation. Moreover, the learners hadinhibitory factors operating against English learning motivation and speaking practices such as anxiety and lowlinguistic self-confidence. Resistance to new cultural identities or identity conflicts resulted from different culturalcontexts show to be an influencing factor in L2 learning. In sum, combining Gardner’s views on motivation,Norton’s conceptions of identity and Dörnyei's L2 Motivational Self System together with qualitative approachesmight render a deeper understanding of motivational barriers of Japanese EFL learners.