抄録
An English-medium degree program for international students faces a challenge: continuation rates for Japanese-language courses remain low despite the importance of Japanese proficiency for future employment in Japan. This study examines a case of a student who discontinued university Japanese courses, analyzing the motivation-loss process via an interview and the ARCS model as a framework. Findings suggest universities should recognize these students as long-term learners with career aspirations in Japan. Accordingly, Japanese-language instructors should provide socially relevant instruction, and institutions should establish collaborative support among faculty and administrative staff to sustain student motivation.
https://ror.org/04ww21r56 
