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This study examined the motivational orientation of Japanese college students who self-selected to study English. Self-determination theory (SDT) was used as the theoretical base. Semi-structured retrospective interviews were conducted with 35 EFL college students in order to identify their motivation at the beginning of their college English courses and motivation changes that occurred over the semester. A qualitative analysis of audio-recorded interviews demonstrated that a combination of intrinsic and extrinsic motivation is important when starting college English courses. In some cases, however, a strong single motivation type also played a prominent role. For continuing foreign language learning, maintaining the combination of self-determined motivation (both extrinsic and intrinsic) is crucial, but the effect of a strong single type of motivation disappears. The analysis also suggested the possibility that intrinsic motivation can be enhanced by course contents and teaching approach; however, no clear method for enhancing the "internalization" of extrinsic regulation was found. Moreover, our findings pose the possibility of the developmental nature of motivation, which SDT does not support. |
