Abstract
This study explores the relationship among English learning motivation, attitudes toward English class, and self-directed learning of Japanese college students with regard to computer possession, computer literacy, and CALL experience. A survey of 871 college students was conducted for the purpose of developing a questionnaire to assess Japanese students' motivation and attitudes as well as their self-directed learning style. Six English teachers analyzed the responses and identified 16 items on self-directed learning, 31 items on motivation, and 27 items on attitudes toward English class. The questionnaire was administered to 547 college students. In analysis of their responses, it was found that CALL experience facilitated various types of self- directed learning. Factor analyses confirmed four motivational factors (English as a Communication Tool, Socially Directed Motivation, Instrumental Motivation, and Leisure or Pastime) and four attitudinal factors (Computer Dependence, Demand for Assignments, Leisure or Pastime, and Earnest Attitude toward Assignments). Results of a follow-up 3-way ANOVA (computer possession × computer literacy × CALL experience=2×2×2) indicate that computer literacy is more influential than CALL experience in motivating students.
