Toward an Ecological Systems Understanding of Motivational Dynamics Among Japanese Learners of English

Abstract

　　Applying dynamic systems theories (DST) of empirical research to second language (L2) motivation is the center of attention of recent L2 motivation research. Among DST, this study used an ecological systems approach to understand situational and contextual factors of ambivalence about communicating in English among Japanese youth. Data were collected from 127 university students using open-ended questions about reflective writings and numerical items for examining the vividness of students’ learning experiences. The data were qualitatively analyzed using a grounded theory (GT) procedure and interpreted using DST and Bronfenbrenner’s (1979, 1993) ecological model. The GT analyses showed situations in which students were most willing to communicate and situations in which they were least willing to communicate. These situations were interrelated with situations in which students’ possible L2 selves were generated by the interactions with teachers, friends, classmates, and family. The links between the vividness of their learning experiences and trait-like willingness to communicate (WTC) were identified. The results suggested students with more vivid learning experiences have higher trait-like WTC, although situational waves from WTC to UnWTC occur with subtle contextual changes. Pedagogical implications for treating students’ inhibitory behavior in English use are also discussed.