This study examines the Eastern Kentucky University students’ current characteristics, purposes, and expectations for learning Japanese and/or Spanish language. A survey was conducted to collect data on EKU students’ demographics, as well as motivations and foreign language learning beliefs. Two hundred thirty eight students completed the questionnaire that includes a modified version of Horwitz’s (1988) “Beliefs about Language Learning Inventory” (BALLI). Descriptive statistics including means, standard deviations, and frequencies were utilized to analyze the BALLI items. Results indicated that EKU students’ demographics are diverse. Students in Japanese and Spanish language classes differed primarily in their language beliefs related to their motivations for studying their target language. While Japanese learners showed both extrinsic and intrinsic motivation, Spanish learners leaned more toward extrinsic motivations. The statistical analysis of their responses revealed some interesting differences. Japanese learners expressed more confidence in their ability to learn the language and to interact with native speakers. This study also revealed that students of Japanese language demonstrated stronger belief in the contribution of knowing the relevant aspects of Japanese culture to their language learning experience.
Understanding students’ characteristics and behavior and identifying the factors that motivate them to learn can have a major impact on student recruitment and retention, the development of curriculum for instruction, and eventually, student success. Ultimately, findings of this study proposed several administrative advice and pedagogical recommendations for further development of both the Japanese and Spanish language programs at Eastern Kentucky University.
","abstract_html":"<p>This study examines the Eastern Kentucky University students’ current characteristics, purposes, and expectations for learning Japanese and/or Spanish language. A survey was conducted to collect data on EKU students’ demographics, as well as motivations and foreign language learning beliefs. Two hundred thirty eight students completed the questionnaire that includes a modified version of Horwitz’s (1988) “Beliefs about Language Learning Inventory” (BALLI). Descriptive statistics including means, standard deviations, and frequencies were utilized to analyze the BALLI items. Results indicated that EKU students’ demographics are diverse. Students in Japanese and Spanish language classes differed primarily in their language beliefs related to their motivations for studying their target language. While Japanese learners showed both extrinsic and intrinsic motivation, Spanish learners leaned more toward extrinsic motivations. The statistical analysis of their responses revealed some interesting differences. Japanese learners expressed more confidence in their ability to learn the language and to interact with native speakers. This study also revealed that students of Japanese language demonstrated stronger belief in the contribution of knowing the relevant aspects of Japanese culture to their language learning experience. </p> <p>Understanding students’ characteristics and behavior and identifying the factors that motivate them to learn can have a major impact on student recruitment and retention, the development of curriculum for instruction, and eventually, student success. Ultimately, findings of this study proposed several administrative advice and pedagogical recommendations for further development of both the Japanese and Spanish language programs at Eastern Kentucky University. </p>","abstract_has_math":false,"creators":["Okura, Noriko"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:39Z","subjects":["Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction"],"languages":[],"rights":["Copyright 2016 Noriko Okura"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/409","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Okura, Noriko"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Noriko Okura"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/409"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examines the Eastern Kentucky University students’ current characteristics, purposes, and expectations for learning Japanese and/or Spanish language. A survey was conducted to collect data on EKU students’ demographics, as well as motivations and foreign language learning beliefs. Two hundred thirty eight students completed the questionnaire that includes a modified version of Horwitz’s (1988) “Beliefs about Language Learning Inventory” (BALLI). Descriptive statistics including means, standard deviations, and frequencies were utilized to analyze the BALLI items. Results indicated that EKU students’ demographics are diverse. Students in Japanese and Spanish language classes differed primarily in their language beliefs related to their motivations for studying their target language. While Japanese learners showed both extrinsic and intrinsic motivation, Spanish learners leaned more toward extrinsic motivations. The statistical analysis of their responses revealed some interesting differences. Japanese learners expressed more confidence in their ability to learn the language and to interact with native speakers. This study also revealed that students of Japanese language demonstrated stronger belief in the contribution of knowing the relevant aspects of Japanese culture to their language learning experience.
Understanding students’ characteristics and behavior and identifying the factors that motivate them to learn can have a major impact on student recruitment and retention, the development of curriculum for instruction, and eventually, student success. Ultimately, findings of this study proposed several administrative advice and pedagogical recommendations for further development of both the Japanese and Spanish language programs at Eastern Kentucky University.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Beliefs And Motivations Of Foreign Language Learners"]}]}],"canonical_facts":{"dc:creator":["Okura, Noriko"],"dc:description.abstract":["This study examines the Eastern Kentucky University students’ current characteristics, purposes, and expectations for learning Japanese and/or Spanish language. A survey was conducted to collect data on EKU students’ demographics, as well as motivations and foreign language learning beliefs. Two hundred thirty eight students completed the questionnaire that includes a modified version of Horwitz’s (1988) “Beliefs about Language Learning Inventory” (BALLI). Descriptive statistics including means, standard deviations, and frequencies were utilized to analyze the BALLI items. Results indicated that EKU students’ demographics are diverse. Students in Japanese and Spanish language classes differed primarily in their language beliefs related to their motivations for studying their target language. While Japanese learners showed both extrinsic and intrinsic motivation, Spanish learners leaned more toward extrinsic motivations. The statistical analysis of their responses revealed some interesting differences. Japanese learners expressed more confidence in their ability to learn the language and to interact with native speakers. This study also revealed that students of Japanese language demonstrated stronger belief in the contribution of knowing the relevant aspects of Japanese culture to their language learning experience.
Understanding students’ characteristics and behavior and identifying the factors that motivate them to learn can have a major impact on student recruitment and retention, the development of curriculum for instruction, and eventually, student success. Ultimately, findings of this study proposed several administrative advice and pedagogical recommendations for further development of both the Japanese and Spanish language programs at Eastern Kentucky University.
"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/409"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2016 Noriko Okura"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction"],"dc:title":["Beliefs And Motivations Of Foreign Language Learners"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:39Z"}