Roles of Perceived Needs for English of Adult EFL Learners and Differences in Social Contexts between Korea and Japan

Abstract

Bae, Daekweon, Green, Randy & Hayashi, Hideo. “Roles of Perceived Needs for English of Adult EFL Learners and Differences in Social Contexts between Korea and Japan.” Studies in English Language & Literature. 42.4 (2016): 163-187. Motivation plays a key role in learning a foreign language but learners in EFL settings generally show low levels of motivational factors which are influenced by their perceived needs depending on their social contexts. The purpose of this study is to examine and compare the perceptions of adult English learners in both Japan and Korea regarding the need to learn English as a Foreign Language. In order to achieve this objective, a total of 225 university students in Japan and 602 university students in Korea completed a Perceived Needs for English (PNE) questionnaire. The study tested the hypothesis that the PNE levels in each social context are different, investigated the effect that the overall PNE had on motivation to learn English, and explored what subtypes of PNE had the strongest effects on motivation. In comparing the results between the Japanese and Korean participants, it was found that students in both countries showed a general lack of confidence or interest in English classroom experiences; however, the Japanese students were less motivated by career-oriented purposes than their Korean counterparts. The results of this study not only have implications for English language educators and those interested in the role that motivation plays in the learning process but also provide insight into how similarities and differences in social and cultural contexts might affect the motivation to learn English. (Gyeongnam National University of Science and Technology, Kumamoto Gakuen University)