Factors Affecting the Motivation of EFL University Students in Japan

Factors influencing university students’ motivation were assessed using a questionnaire based on the following seven theories: hierarchy of needs, Maslow (1943), Herzberg’s two-factor flow theory (1959), expectancy theory, Vroom (1964), self-determination theory (SDT), Deci and Ryan (1985), goal-setting theory, Locke (1968), reinforcement theory, Skinner (1938), and equity theory, Adams (1963). The purpose of this study was to comprehensively evaluate the factors that influence university students’ learning motivation and analyze how these factors impact academic performance. Students attending a private women’s university in Fukuoka City, studying English as a Foreign Language (EFL), were invited to participate in the study. The questionnaire consisted of a 5-point ordinal Likert-scale (Likert, 1932) and open-ended questions. Results were analyzed between motivation scores and final grades with a correlation coefficient. There was a positive correlation. 43 (p < .001) between motivational scores and final grades. When Maslow’s hierarchy of needs were met it had a positive effect on grades. Also, students who consciously made the effort and planned to fulfil the course requirements themselves, did so. This study builds on current evidence regarding motivation tendencies of university students in Japan. It adds to the literature that examines characteristics of motivation levels of EFL learners in Japan. Future research should incorporate intelligence quotient (IQ) and emotions quotient (EQ) assessments. Not only the quality of lecture content need be checked, but also a deeper awareness of the basic needs a student requires is beneficial in order to offer optimal academic settings. Offering more tailored support, especially in the case of students relocating and living independently for the first time is one recommendation.