An Exploration of the Goal Orientations of Japanese EFL Learners

This study explored the academic and social goals of a group of Japanese University-level English learners from the perspective of Goal Orientation theory. Using self-report survey data from 157 students, this study attempted to confi rm the salience of mastery and performance goal orientations as a motivational construct in both academic and social domains for EFL learners in a Japanese university context. In addition, evidence for distinct positive approach and negative avoidance valences of performance goal orientations was sought. Factor analysis of the data supported mastery/performance distinctions in the academic domain. However, evidence for such a distinction in the social domain was only moderately strong. Finally, no clear evidence for approach and avoidance valences was found in this limited data set