Motivation After Matriculation: Are Japanese Learners of English Still Alive Afte Exam Hell?

Most university language teachers in Japan lament the apparent
lack of motivation and positive attitudes toward learning their students
show shortly after matriculation to university. Research on
motivation to learn a foreign language in Japan, moreover, has
failed to demonstrate clearly links among motivation to learn the
language, instructional or other experiences presumably related to
learning and proficiency. This study suggests that the ambivalence
of the findings in Japan may be due in part to a methodological
problem, namely, the preference for cross-sectional over longitudinal
studies on the relationship between motivation and proficiency.
The present study assessed attitudes and motives for learning
English at the beginning and end of the freshman year at a public
university in Japan. Proficiency in English was assessed concurrently
with an attitude survey in a pre-test, post-test format.
Changes in learner attitudes and motivations were correlated with
gain scores observed after 150 hours of instruction in the program.
Regression analyses indicated limited development of an orientation
towards personal growth and prospective experiences using
English overseas. These were linked with increased proficiency as
measured on one of the post-tests.