Abstract
This study analyzes the demotivation process that led an international student, who wishes to work in Japan after graduation, to stop taking Japanese language courses in a faculty where degrees can be earned in English. Using the Trajectory Equifinality Approach (TEA), it was found that all three factors identified by Kakita & Miura (1983) – environmental, instructional, and individual factors – influence this process. While some factors are hard to change, faculties must adjust workloads and credit allocations, create a Japanese language environment, and design beneficial instructional content for students with diverse backgrounds.
https://ror.org/02n5c8f58 
