Motivational Orientations of Learning Japanese as a Foreign Language among Undergraduates in a Public University in Malaysia

Autor/inn/en	Singh, Kuldip Kaur Maktiar; Fu, David Loh Er; Chu, Irene Leong Yoke; Ngor, Phang Yook; Seng, Chan Yann; Hamid, Nurul Atiqah Abd
Titel	Motivational Orientations of Learning Japanese as a Foreign Language among Undergraduates in a Public University in Malaysia
Quelle	In: Asian Journal of University Education, 17 (2021) 3, S.255-270 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1823-7797
Schlagwörter	Learning Motivation; Japanese; Second Language Learning; Second Language Instruction; Language Teachers; Undergraduate Students; Student Attitudes; Public Colleges; Instructional Effectiveness; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Japaner; Japanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Schülerverhalten; Unterrichtserfolg; Ausland
Abstract	Motivation is a key factor in learning a foreign language. This study investigated the instrumental, integrative and attitudinal motivation level of students learning Japanese as a FL in a public university in Malaysia. A survey questionnaire based on Gardner's (1985) AMTB (Attitude/Motivation Test Battery) and Dornyei's (1994) Attitudinal Motivation was given to 171 undergraduates. Descriptive and Inferential statistics were used to analyse the data. The results of the study indicated that the foreign language learners were generally highly motivated to learn Japanese as a foreign language. Moreover, their integrative and attitudinal motivational levels were similarly high and slightly higher than their instrumental motivation. There were also statistically significant differences among the three subscales of attitudinal motivation viz. teacher-specific, course-specific and group-specific. They were more oriented towards teacher-specific and course-specific attitudinal motivation than group-specific attitudinal motivation. The implications for EFL teachers and curriculum developers are that it would improve foreign language learning courses in future by designing suitable lessons and preparing appropriate materials and activities. (As Provided).
Anmerkungen	UiTM Press. Asian Centre for Research on University Learning and Teaching, Faculty of Education, Penerbit UiTM, Universiti Teknologi MARA, Bangunan Fakulti Pengurusan Hotel dan Pelancongan, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. Web site: https://ajue.uitm.edu.my/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01