Japanese high school and university students learning English: Differences in their perceptions of teachers as motivators
Vol. 5 No. 2 (2018), Articles
Vol. 5 No. 2 (2018)

Japanese high school and university students learning English: Differences in their perceptions of teachers as motivators

Articles
Published 2018-11-06
Brett Cumming
Griffith University
Masanori Matsumoto
Bond University
The Asian Journal of Applied Linguistics. Volume 5, Issue 2.. October 2018
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Keywords

second language motivation
learners’ perception of teachers
learning context
Japanese learners of English
EFL

How to Cite

Cumming, B., & Matsumoto, M. (2018). Japanese high school and university students learning English: Differences in their perceptions of teachers as motivators. The Asian Journal of Applied Linguistics, 5(2), 217–229. Retrieved from https://caes.hku.hk/ajal/index.php/ajal/article/view/487
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Abstract

This paper reports on the perceptions of a group of Japanese high school students (N = 125) and a group of Japanese university students (N = 255) of English as a foreign language (EFL) about the influence of their English teachers as a factor affecting their own motivation. The study employed a questionnaire to collect data with the results computed statistically using SPSS 19. An independent samples t test was conducted on the means drawn from the five-point Likert-scale between university and high school respondents. The results revealed that university students view their teachers as influencing their own motivation more strongly than do high school students. The chi-square test on a range of teacher-related factors: teacher’s classroom behaviour, personality, and teaching skills, also showed notable difference between the two groups of students.

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