Japanese EFL Students’ Perceptions of Native and Non-Native Teachers of English as a Motivational Factor (original) (raw)
Related papers
2018
Japanese high-school and university students studying English as a foreign language (EFL) were investigated to find any differences in their views on their teachers between native and non-native speakers of English. A questionnaire survey was administered on 380 students (125 high-school and 255 university students in Japan), and among them, 201 students answered on native English speaking teachers and 173, on non-native teachers of English as a factor influencing their motivation to learn English. The study attempted to find the students' self-reported level of motivation and their perceived level of teachers' motivation to teach them English. It further investigated which one among four teacher-related factors; "personality", "teaching-related", "classroom behaviour" and "other factors", the students perceive most strongly affecting their motivation and if there are any significant differences in the students' perceptions of the ...
Asian Journal of Applied Linguistics, 2018
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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International Journal of Educational Technology and Learning, 2021
In learning and teaching English as a foreign language, motivation is crucial to success. The purpose of this study is to discover whether non-English-majored students are motivated in learning English and to find out what factors can help motivate them to learn English. The study mainly employed a questionnaire which is developed and administered base on Khau and Thach (2021)’s framework to collect the data. It was delivered to 54 non-English-majored students who are at their third year of study at a public university in Ho Chi Minh City, Vietnam. The results highlighted various researches that have been conducted on the elements that influence motivation. The data showed that the participants’ motivation level is at medium rank. It could be inferred that these participants were motivated to learn English at university. The current study also found that students’ motivation was mainly affected by four factors which are teacher’s personality, teacher’s methodology, facilities for st...
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