Comparing Sources of Interest of High and Low Proficiency Level College Students in Japan in Classes with Native English-Speaking Teachers and Japanese English Teachers

This article is part of a long-term study investigating Japanese university student perceptions of Native English-Speaking Teachers (NESTs) and Japanese Teachers of English (JTEs) and how these perceptions affect learner motivation. According to the quantitative results of the study, High Proficiency Level Students (HLS) and Low Proficiency Level Students (LLS) do not differ significantly in their perceptions of NESTs. In contrast, LLS have noticeably lower perceptions of JTEs compared to NESTs. For the qualitative part of the study we focused on interest, a major factor of learning motivation. As a result, the main source of interest for HLS is a positive attitude toward the global community of English speakers. This interest is a major contributor to the integrative orientation in learning motivation. LLS’interest is based on the enjoyment of learning, which contributes to their intrinsic motivation. Both integrative orientation and intrinsic motivation are very important factors of language learning. While it is not always easy for educators to influence learners’ integrative orientation, intrinsic motivation, on the other hand, is considered by many as transitory and can be induced by the learning environment. Considering such discrepancies between HLS and LLS interest sources and motivations, educators, especially JTEs, should focus on developing new techniques that enhance intrinsic motivation.Section 3: Guest Articl