L2 Motivation and Young Self-Instructed Learners’ Persistence in Learning English: A Causal Analysis

Abstract

This study examined the structural relationships among factors affecting self-instructed learners’ persistence in learning with a sample of Japanese high school English learners. L2 self-instruction remains under-researched, in spite of the importance of out-of-class learning emphasized in the literature. One example of L2 self-instruction that is prevalent in Japan is learning using self-instructional radio (SIR) materials, with the country’s public broadcasting company offering radio English-education materials since 1934. Self-instructed learners find it difficult to persist in this type of learning and the drop-out rates have been reported to be high. In order to investigate self-instructed learners’ motivational bases and their relationships to persistence, a questionnaire was administered and two models were tested using structural equation modeling. The results indicated that the intensity of motivation and the quality of learning experiences with these materials were related to persistence in learning. Furthermore, simply persisting in learning using SIR materials did not make learners confident in L2 communication. Practice in L2 communication might be necessary in order for learners to become more confident in L2 communication, which SIR materials did not offer.