The Relationship Between Future Career Self Images and English Achievement Test Scores of Japanese STEM Students

Measuring Foreign Language Students’ Self‐Determination: A Rasch Validation Study

“…Within the field of L2 acquisition, there are increasing calls to employ behavioral measures as outcome variables (Oga-Baldwin et al, 2017;Yun, Hiver, & Al-Hoorie, 2018), and studies are needed that show how self-reported motivation using both the Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS) and the Language Learning Orientation Scale (LLOS) relate to language learning outcomes. Two recent studies have considered the relationship between motivation and performance on English proficiency tests, focusing on the receptive skills of listening and reading (Apple et al, 2020;Yashima et al, 2017). Both used the L2MSS model, and Yashima et al (2017) directly related the model to SDT, as described previously.…”

“…Despite attempts at changing the focus of curricula, during the six years of junior high school and high school, there is a continued focus on studying for English tests in order to be able to enter high school and subsequently university (Apple et al., 2020; Taguchi, Magid, & Papi, 2009; Yashima, Zenuk‐Nishide, & Shimizu, 2004). During this time, many students face grueling entrance exams that are based largely on receptive skills.…”

Interdisciplinary Learning and Multiple Learning Approaches in Enhancing the Learning of ESL among STEM Learners

“…In this context, STEM learners should be able to critically see the need of learning ESL as a co-dependent element in securing their future in the STEM career field. Apple et al (2020) state that the interdisciplinary approach increases the motivation and language learning attitudes of STEM students in learning ESL. Supporting this, interdisciplinary approach also expands students' understanding and attainment in the intended disciplines and improves their communication skills (Jones, 2010).…”

“…Students in science, technology, engineering and mathematics (STEM) fields whose first language is not English are facing challenges to compete globally (LaCosse et al, 2020). Acquiring English is important as a means of communication to convey ideas, sharing the content knowledge and having a discussion among team members from various backgrounds and countries (Apple et al, 2020). It is merely impacting their performance in the work field if the communication does not work accurately.…”

“…It is merely impacting their performance in the work field if the communication does not work accurately. Although the oral communication skills are essential and viewed as one of critical components in today's success, the STEM learners mistakenly feel that their technical skills and knowledge alone are sufficient (Apple et al, 2020). In fact, the daily task in their field requires them to communicate frequently, and most of it requires English as the lingua franca.…”