Language Proficiency, Motivation and Affect among Japanese University EFL Learners Focusing on Early Language Learning Experience

Abstract

　　This study presents a cross-sectional study of language proficiency using TOEFL-IPT, intrinsic/extrinsic motivation, future possible selves, language learning orientation, Can-Do(listening/speaking, reading/writing), international posture, and willingness to communicate in L2(L2WTC) to identify overall tendencies among Japanese University EFL learners. Around November of the year 2012 -2013, 2,665 freshman-year university students took TOEFL-ITP and answered a questionnaire. The study was conducted: (1) to investigate how students’ language learning experience relates to language proficiency, intrinsic/extrinsic motivation, future L2 self, Can-Do, international posture and L2WTC, (2) to identify different groups of learner characteristics in language learning and to compare differences in these groups in students with and without childhood experience in terms of language proficiency, intrinsic/extrinsic motivation, future L2 self and other affective factors. The study found that students with childhood experience in language learning showed higher motivation, future L2 self, Can-Do, international posture, L2WTC as well as higher language proficiency as assessed upon entering the university.