Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes |
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| Institution: | 1. Fukuoka University of Education, Japan;2. Waseda University, Japan;3. Doshisha University, Japan;4. Australian Catholic University, Australia;1. University of Potsdam, Germany;2. University of Helsinki, Finland;3. University of Jyväskylä, Finland;4. University of Eastern Finland, Finland;1. Department of Education, Korea University, Anam-dong, Seongbuk-gu, Seoul 136-701, South Korea;2. Division of Sport Science, Kangwon National University, 1 Kangwondaehak-gil, Chuncheon-si, Kangwon-do 200-701, South Korea;1. The University of Hong Kong, Faculty of Education, CETL, Hong Kong;2. Waseda University, Faculty of Education, Tokyo, Japan;1. Maastricht University, Maastricht, The Netherlands;2. Skillslab, Maastricht University, Maastricht, The Netherlands;3. NIVEL (Netherlands Institute for Health Services Research), Utrecht, The Netherlands;4. Radboud University Nijmegen Medical Centre, Nijmegen, The Netherlands;5. Buskerud University College, Drammen, Norway;6. Department of Educational Development and Research, Maastricht University, Maastricht, The Netherlands;7. University of Copenhagen, Copenhagen, Denmark;8. King Saudi University, Riyadh, Saudi Arabia;9. Radboud University, Nijmegen, The Netherlands;10. Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands |
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| Abstract: | Promoting intrinsic motivation is often a central concern in teaching foreign languages to elementary school children. Self-determination theory posits that intrinsic motivation develops through the interaction of the person and the environment. The present study investigated how elementary school students’ motivation develops over the course of a school year in Japanese public schools. Five-hundred and fifteen Japanese elementary school children were surveyed over the course of one school year. Self-reported motivation, perceptions of teacher support, need satisfaction, and engagement were measured at different times. External raters observed students’ engagement, while classroom teachers assessed the quality of students’ motivation and learning. Structural equation modeling results indicated a positive, dynamic relationship between motivation, perceptions of the learning environment, and engagement. External raters’ assessments showed significant positive correlations with students’ self-reported engagement. Findings indicate how the instruction offered in these Japanese elementary schools supported students’ foreign language learning motivation. |
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| Keywords: | SDT Longitudinal model Engagement Motivational development Elementary school Japan |
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