Motivational Orientations of Learning Japanese as A Foreign Language Among Undergraduates In A Public University In Malaysia

Singh, Kuldip; Fu, David Loh Er; Chu, Irene Leong Yoke; Ngor, Phang Yook; Seng, Chan Yann; Hamid, Nurul Atiqah Abd

doi:10.24191/ajue.v17i3.14525

Cited by 6 publications

(12 citation statements)

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“…Going deeper, the integrative motivation has been identified as the primary motivation to learn Japanese language (4.4508±0.7444), followed by instrumental motivation (3.7206±0.9991), and lastly attitudinal motivation (3.4476±1.0970). The survey results were mainly in-line with previous studies on motivation of learning foreign languages(Maktiar Singh et al, 2021;Teh et al, 2018). Then, ordinal logistic regression was performed to investigate the relationship between each motivation type to the interest to learn Japanese language.…”

supporting

confidence: 58%

“…Furthermore, numerous Malaysian universities have been offering foreign language such as Japanese, French, Spanish language courses as one of the non-credit subject or credited electives in their curriculums. In the Malaysian Education Blueprint 2015-2025 introduced by the Ministry of Higher Education, learning foreign language has been highlighted as one of the key components in driving Malaysia's vision to become a fully developed country (Maktiar Singh et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings

2023

IICE Official Conference Proceedings

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In order to meet the demands of the shifting operational environment and the demand for human resource training in the travel industry, this study aimed to pinpoint the professional competency's connotations that travel agent managers should have. The purpose of this study was to examine the job duties, tasks, and knowledge (K), skills (S), and attitudes (A) necessary for travel agent manager to carry out their duties. Focus group interviews with 6 experts with more than 30 years of experience in the travel industry were conducted as part of the study. The study concluded that travel agent managers should have 7 job responsibilities, including travel operations coordination, business operations, talent training, marketing activities, customer service, product development, and risk management. There are 26 major tasks, and to implement them, the competency's connotation required includes 46 kinds of related knowledge, 46 skills and 11 attitudes. The competency's connotations provide useful benchmarks for the training or professional advancement of travel agent managers.

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supporting

confidence: 58%

Section: Introductionmentioning

confidence: 99%

The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings

2023

IICE Official Conference Proceedings

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“…Yean et al (2022), who explored learning Japanese online as a foreign language, mainly focused on the Three Phases of Motivation where it was discovered that students were most motivated during the pre-actional phase due to curiosity which has motivated them to learn intrinsically. Similarly, Singh et al (2021), who also examined learning Japanese online as a foreign language, namely investigated integrative and attitudinal motivational orientation and uncovered that students' levels of integrative and attitudinal motivation were equally high and slightly higher than instrumental motivation. Both researchers concluded that the interest and motivation of students to learn a foreign language were somewhat influenced by the instructors.…”

Section: Statement Of Problemmentioning

confidence: 99%

“…Little attention has been paid to understand how existing motivational theories can be adapted to optimize online learning and student engagement within technology-enabled learning contexts (Chiu et al, 2021). Through the studies by Yean (2022); Singh et al (2021), it is evident that triggered situational interest which comes from the social support, i.e., instructor support scaffolds the students' interest and motivation to learn foreign language online. External factors, on the other hand, play a role in demotivating students to learn online.…”

Section: Statement Of Problemmentioning

confidence: 99%

Investigating Situational Interest As Motivation To Learn Online

Abas¹,

Zubbir²,

Druckman³

et al. 2023

IJARBSS

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Students studying Japanese at the main campus of the largest public university who have accommodated to face-to-face learning had to adapt to online learning sessions after the COVID-19 phenomenon emerged in early 2020. They had to learn independently and were expected to have digital technology skills in addition to having devices required for synchronous and asynchronous learning sessions. Would this change affect their motivation to learn Japanese? The researchers were motivated to undertake this study because investigating the motivational variables of language learning in online classes has profound impacts on instructors and students, as well as teaching and learning approaches. This quantitative study was conducted to explore the motivation of students to learn Japanese online. The study used a Google Form survey and all items were measured on a 5 Likert scale. The data were organized in four sections. Section A, the demographic profile, had 5 items, Section B had 12 items on Triggered Situational Interests, Section C had 14 items on Maintained Situational Interests and Section D had 12 items of Emerging Individual Interest. The categories in the instrument were inspired from Hidi and Renniger's ( 2006) situational interest and then incorporated into Fowler's (2018) online motivation. 161 students from three clusters of Science and Technology, Arts and Humanities and Business and Administration taking Japanese as an elective, participated in this study. Data were analysed using SPSS frequency statistics. The findings showed that there was a significant positive correlation between respondents triggered situational interest, maintained situational interest, and emerging individual interest in learning Japanese online. Students, on average, had an internal and external motivation to learn Japanese through online platforms and personal interest influences their motivation. Some pedagogical implications such as student's performing tasks in class, the grading system, course content and the role of the

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“…Researchers believe this might be due to challenges in collecting and analysing the spoken data. Notably, 86% of ESP research data is written, while only 14% is spoken, as highlighted by Maktiar Singh (2019) and Srinon and Sucharitrak (2020). Dudley (1998) points out that the scarcity of spoken data can be problematic, especially since speech is often more crucial in academic settings, such as lectures and seminars.…”

Section: Literature Reviewmentioning

confidence: 99%

Engineering Lecturers’ Perceptions Towards Effective Conclusion Section in Engineering Final Year Project Presentation

Wan Shaaidi,

Mohd Radzuan,

Fauzi

2023

LANGLIT

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Final year project presentation (FYPP) assessment in the engineering field aims to evaluate students’ comprehension in the principles and concepts learnt and its application in resolving problems through engineering projects.The components assessed in FYPPs include the presentation slides that comprise introduction, content and conclusion sections. Many studies have emphasised the significance of the conclusion section in project presentations; however, there has not been much research that explores the students' knowledge and practice on conclusion moves in their FYPPs from the FYPP lecturers’ perspective. Therefore, this qualitative study, through focus group interviews, explored the perceptions of 12 engineering lecturers from a private higher institution in the east coast region of Malaysia. These lecturers, who were also the students’ FYP supervisors were asked about the students’ overall performance in delivering FYPP conclusion section, the significance of the conclusion section and the challenges faced by engineering undergraduates when presenting their conclusion section. The findings indicate that the lecturers rated students' conclusion presentations as average. The findings reveal that for the lecturers, the conclusion section is significant as it is part of the FYPP assessment rubric and it reflects students’ critical thinking and problem solving skills. In addition, the key challenges faced by students in presenting an effective conclusion section were the English language barriers and obliviousness of the essential elements of a conclusion section. Pedagogical implications include providing training that highlights the importance of the conclusion section in FYPPs, and all the moves necessary in the conclusion section.

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Motivational Orientations of Learning Japanese as A Foreign Language Among Undergraduates In A Public University In Malaysia

Cited by 6 publications

References 0 publications

The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings

The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings

Investigating Situational Interest As Motivation To Learn Online

Engineering Lecturers’ Perceptions Towards Effective Conclusion Section in Engineering Final Year Project Presentation

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