期刊名称：International Journal of Academic Research in Business and Social Sciences
电子版ISSN：2222-6990
出版年度：2022
卷号：12
期号：1
页码：1563-1583
DOI：10.6007/IJARBSS/v12-i1/12109
语种：English
出版社：Human Resource Management Academic Research Society
摘要：Motivation is one of the prerequisites in Japanese learning. A student who excels, but does not have enough motivation, will definitely not achieve the results as expected. This study is conducted to explore the three phases of motivation in the learning of Japanese language as a foreign language using the Model of Second Language Motivations (Do?rnyei & Otto?, 1998). A quantitative survey consisting of 4 sections with items on the demographic profile and 39 items via Google Form using 5-Likert scales were used as the instruments. Questionnaires were answered by 255 students from three clusters; namely the clusters of Science and Technology, Arts and Humanities, and Business and Administration in a public university in Malaysia. Findings revealed that learners have the highest motivation during the actional stage as curiosity-driven has intrinsically motivated them to learn. Learners’ initial motivation has reversed when they reached the actional stage due to their stress about the tests or examinations. However, learners’ motivation bounce back during the post-actional stage and they are confident they will perform an excellent job on their assessments or assignments. This study reveals that instructors have a role to play to keep students motivated throughout the process of Japanese language learning. Further research can be done on preactional, actional and post actional stages by looking at the influence of external motivation by associating it with cognitive, affective, situational or circumstantial factors that will support and complement this study.
