Abstract
In the English as a Foreign Language (EFL) setting, the classroom has been the primary venue for language learning and has received significant attention for its influence on second language (L2) learners’ motivation to study. However, this focus has often led to overlooking the role of L2 learning in learners’ everyday lives outside of the classroom, including the motivation to study English. To address this gap, researchers have emphasized the importance of exploring out-of-class situations. One effective approach to overcoming this challenge is the experience sampling method (ESM), which randomly collects data on individuals’ thoughts, emotions, and behaviors over time. This study used ESM to examine the factors influencing the perceived need to use and study English in L2 learners’ everyday lives, focusing on variables such as gender and university majors. In total, 113 university students in Japan participated in the study and answered a questionnaire three times a day for one week. The results showed that academic majors had a stronger influence than gender on students’ perceptions. English majors reported a consistently higher perceived need to use and study English, whereas non-English majors tended to feel the need to study English more than the need to use it. While English classes were the primary motivator for English majors, non-English majors were particularly influenced by the exam, peer and family interactions, and media. These findings highlight the importance of considering learners’ academic and social contexts beyond the classroom, and provide insights for enhancing motivation in diverse settings.
Author Information
Tatsuya Taguchi, Aichi University of Education, Japan
Paper Information
Conference: IICE2025
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the IICE2025 Conference Proceedings (View)
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To cite this article:
Taguchi T. (2025) Sampling the Need to Use and Study English Felt Daily by University Students in Japan ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2025 Official Conference Proceedings (pp. 531-543) https://doi.org/10.22492/issn.2189-1036.2025.45
To link to this article: https://doi.org/10.22492/issn.2189-1036.2025.45
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