Jacet 尺ansai J. 12 (2010), 44‑55. ⑥Kansai Chapter, JACET 2010
ISSN 1880‑2281 Printed in Japan

Relationships among motivation, psychological needs, FL WTC, and Can‑Dostatements of English language learning based on Self‑Determination Theory:
Preliminary study of non‑English‑major junior college students in Japan
Satomi Nakahira
Graduate School, Kansai University

Tomoko Yashima
Kansai University
Yoko
Osaka

Maekawa

Christian Junior College

Abstract
本 研 究 は、英 語 を 専 攻 と し て い な い 日本 人 短 期 大 学 生163 名 を 対 象 とし て 、勣 機 づ け 、心 理 的 欲 求 、外 国語 で の 自 発 的 に コ ミ ュ ニ ケ ー シ ョ ン を 図 る 意 思 （ 八 島 、2009）（ＦＬ ＷＴＣ）
、 英 語 力 の 認 識 （Ｃａｎ‑Ｄｏstatements［ STEP ］） の 関 係 を 明 ら かに す る こ とを 目 的 と し て い る。 具 体 的 に は 、 自 己 決 定 理 論 を 動 機 づ
け の枠 組 み と し て 用 い 、1）内 発 的 動 機 づ け の 保 持 に 最 も 影 響 を 与 え て い る 心 理 的 欲 求 を 明 ら か に し 、2）高い ＦＬＷＴＣ を 持 つ こ と と内 発 的 動 機 づ け と の 関 わ り を 探 る。更 に 、3）英 語 力 の認 識（Ｃａｎ‑Ｄｏ statements)と 高い 内 発 的 勣 機 づ け の保 持 と の 関 わ り に つ い て も示 し て い く 。 調 査 の 結 果 、1） 心 理 的 欲 求 の 中 で も特 に 有 能 性 の 欲 求 が満 た さ れ る こ と が 、最 も 内 発 的 動 機 づ け に 影 響 す る 要 因 で あ る 二 と が 明 ら か とな り 、吏 に2 ）高 いFL WTC

を 持 つ 学習 者 は 特 に 自 己 決 定 度 の 高い 外 発 勣 機 づ け と 関係 を 持 つ 二と が 分 かっ た 。

最 後 に 、3 ） 自 己 の 英 語 力 に 対 し て 肯 定 的 な 認 識 を 持 つ 学 習 者 は 、 高い 内 発 動 機 づ け を 保 持 す る 二と が示 され た。 こ の こ と か ら 、授 業 内 で ［出 来 る ］ と感 じ る こ とが 内発 動機 づ け の 高 ま り を 助 け 、 更 に 自 発
的に英語 でコミュニ ケーションを図 る意思を保持す ることは、自己決定度の高い外発 的 な動機づけとな
る こ と が示 唆 さ れ た 。一 方､ 肯 定 的 な 英 語 力 の 認 識 は 内 発 的 動機 づ け と 最 も 強い 関係 を 持 つ こ と か ら も、
教 育 の 場 にお い て コ ミ ュ ニ ケ ー シ ョ ン の 意 思 を 高 め る 働 き か け の み で は な く 、実 際 に 英 語 を 使 用 す る 場
面 を 増 や す な ど し 、 学 習 者 が 自 身 の英 語 力 に 肯 定的 な 認 識 を 保 持 す る機 会 を 設 け る 二 と が 重 要 で あ る と
考 え ら れ た。

Key words: self‑determination theory, willingness to communicate, motivation

I. INTRODUCTION
Motivation has been given much attention as one of the most influential variables m the processof Second Language Acquisition (ＳＬＡ)(ｅ･g。Dornyei, 2005). Since motivation is changeable andnot fixed, educators and researchers in Japan hope to intervene and help to enhance
44

learners'

Relationships amongmotivation, psychological needs, FL WTC,

and Can‑Dostatements of English language learning

based on Self‑Determination Theory: Preliminary study of non‑English‑major junior college students in Japan

motivation for English learning. Self‑Determination

Theory(SDT)(Deci &

Ryan,

theoretical frameworkthat explains motivation. It focuses on "inherent growth

innate psychologicalneeds

integration" (Ryanmotivation, SDT
Another&

has been fairlywell used in SLA

variable that influences SLA

that determines whether
when

students to haveis Willingness to Communicate

or not a learner is willing to take advantage

in daily life.Learners who

advantage of opportunities to communicate.
increasing number(WTC).

higher intrinsic

have

WTC

is a factor

of an opportunity to speak
do not have mucha higher WTC

take greater

Consequently, they acquire the FL more

efficiently.
Anof researchers (e.g.,Yashima, 2002; Yashima, Zenuk‑Nishide,

have tried to identify a factor that affects whether& Shimizu, 2004)

or not people have high FL WTC.

recent research has focused more specificallyon FL WTC
us understand more about FL WTC

personality

research.

it arises. It is also important for foreign language (FL) learners who

opportunity to practice their FL

is atendencies andthat are the basis for [people's] self‑motivation andDeci, 2000, 68). Since teachers want

1985)

in classroom situations.The

Moreover,resultshelp

in classroom situationsin which learners actually learn and use

the target language.
Some

research has been conducted on FL WTC

both concepts has not been conducted. Because

and SDT
SDT

separately;however, research that uses

takes into account the psychological needs oflearners, the results of such research can provide insight into howelevate students' motivational levels.It is therefore a worthwhile
WTC

research ―to understand how

and whenused in the SDT

framework.

1. Motivational

research using SDT

SDT
assumes

motivational frameworklearners are willing to communicate

present research is focused on the relationships between
looks into the relationship of FL WTCteachers in the field can help

in English. The

motivation and psychological needs. It also

and the perceived competence

is a grand theory of motivation, used not only in SLA
three psychological needs: autonomy,

for FLcompetence,of English with the variables

but also in other fields.The theory

and relatedness. The more

the people

are fulfilledwith regard to these psychological needs, the more self‑determined the motivation they
possess. After the 1990s, many
psychology. They

SLA

researchers of motivation adopted theories used in educational

tried to formulate a deeper understanding of second language(L2) learners'

motivation (e.g.,Dornyei, 2005) in classroom contexts.
SDT
They

was firstapplied by Noels, Clement, and Pelletier (1999) to foreign language teaching.

studied the effects of teaching style on learners' motivation. They

found that students who

perceived teaching style to be more informative and less controlled tended to have higher intrinsic
motivation. Many

educators and researchers welcomed

this line of research as it is has pedagogicalimplications that are readily applicable to classroom practice.With
studies have been conductedusing SDT

Noels leading the way, several

in L2 settings (e.g.,Noels, Clement, &Pelletier,2001;

Noels, Pelletier,Clement, & Vallerand, 2000).
In FL settings,on the other hand, the research foci have had more45

to do with the effects ofSatomi Nakahira, Tomoko

Yashima, and Yoko Maekawa

classmates rather than those of educators. It is also true that relationships with classmates play a bigrole in classroom

management.

Hiromori(2003) first performed

research using SDTwith 256

first‑year Japanese high school students. He set the variables of motivation and psychological needs
for competence,autonomy,

and relatedness with classmates. The

Japanese learners, and he found that the fulfillment of competence
for intrinsicmotivation. Hiromori
He

SDT

model

was

also fit for

was the most influentialvariable(2004) tested a hypothesis using 177 junior high school students.

hypothesized that the sense of competencehigh self‑regulated motivation. As

and relatedness affected autonomy

a result,only competence,and resulted in

not relatedness, hada significant

correlation with autonomy, which in turn had a significantcorrelation with intrinsicmotivation.

2 FLWTC

research

Maclntyreand Charos(1996) first started WTC

originally part of the fieldsof communication
FL

WTC

Yashima,

research began to be conducted
et al.,2004). Yashima

research in the field of SLA,

with Japanese English learners (e.g., Yashima,(2002) investigated predictive variables of FL WTC

Japanese university students who

wasand pathology in one's firstlanguage (LI). After 2000,
2002;

with 377

chose English as their foreign language. The study shows that L2

learning motivation leads to confidence in L2 communication

which is a combinationand competence.

The confidence in L2 communication,

et al. (2004), who

conducted research with 160 participants,showed

WTC

which

was originally applied to LI communication,

not suit the requirements of FL learners'WTCof anxiety

in turn, strongly affectsFL WTC.

Yashimasimilar results.However,sincesituations set up in the questionnaire items did

in classroom situations.Therefore, someresearchers

started to create new items for classroom situations(e.g.,Weaver, 2005).

II. PURPOSES

OF

THE

For students who

PRESENT

do not major

foreign language classrooms. They

STUDY
in English, intrinsic motivation does not comenaturally inare usually forced to do what they are not particularly interested

in because English is a requisite subject for graduation. As a result,they may face difficultyfinding
pleasure in learning. Oneof the purposes of the present study is to investigate the factors that

contribute to the creation of a learning environmentthat can enhanceself‑determination whilelearning English and foster intrinsicmotivation among

Japanese learners who

have not majored in

English.
Another

purposemotivation and WTC.

of the present study is to investigate the relationship between
WTC

is defined as the tendency to initiatecommunication

intrinsic

whengiven achoice, while intrinsicmotivation refers to the "motivation that deals with behavior performed
its ownforsake in order to experience a pleasure and satisfaction"(Dornyei, 2001, p. 27). Students aretrying to communicate

in English in the classroom

willing to communicate

as they have instrumental reasons such as gaining good grades, but others

may

be willing to communicate

worthwhile

for manyreasons. Somestudents might bebecause they enjoy speaking or writing in English. Therefore, it is

to consider the relationships between
46

motivational tendency

and WTC,

to see theRelationships amongmotivation, psychological needs, FL WTC,

and Can‑Dostatements of English language learning

based on Self‑Determination Theory: Preliminary study of non‑English‑major junior college students in Japan

motivation types that are most closely related to the tendency to communicate

Research

in English.

Objectives

Three objectives werewith non‑English‑major(1) Whatinvestigated as the goals of the present research, which

was conductedJapanese female junior college students. The objectives were as follows:

are the mostessential psychologicalneeds(competence,autonomy,andrelationship with classmates and teachers) for preserving higher intrinsicmotivation?
(2) Doeshaving a high FL WTC

relate to maintaining high intrinsicmotivation?

(3) Doeshaving a positive perception of English competence

relate to maintaininghighintrinsic motivation and FL?

III. METHOD
1. ParticipantsOnehundredand sixty three participants wereenrolled in the study. They

were

all Japanese

female first‑yearjunior college students majoring in Preschool Education. Demographic

questionsshowednot goodthat 87 students (53%) answered

at English," 38 students (23%)

answeredeither "I am not very good at English" or "I am"neither," and 39 students (24%)

answeredeither "I amvery good at English" or "I am good at English." This implied that the students' confidence did notincline very muchtowardlearning English. In addition, 89 students (55%)

experience in overseas travel,and 64 students (39%)
which

did not haveany

had less than a week's experience overseas,

had been provided, in part, on school tripsduring high school.

2. Procedure
The study was conductedteachers. Four compulsory

in December

2008; the questionnaire was administered by classroom

English classes were subjects of the research. The classes were taught bydifferent teachers, but the content and the purpose were the same.

3. Materials
FL WTC(speaking: a = .831, writing: a = ,889)

Twentyitems (11 items for speaking and 9 items for writing) were adapted from Weaver

and translated into Japanese. These items measured

learners' FL WTC(2005)

in classroom situations.The

situations were divided into two kinds of activitiesnecessitating the use of differentskills:speaking
or writing. Examplesof the items are "Do

a role‑play in English at your desk" and"Write aself‑introduction in English."

SDT

scales> Motivation
Twenty items relatedto motivation were taken from Hiromori (2006).Some47of the items were

Satomi Nakahira, Tomoko

Yashima, and Yoko Maekawa

rephrased to better suitthe participantsof thisstudy. These items were prepared based on SDT. Fivesubscales were

estimated: intrinsic motivation, indentified regulation, introjected regulation,

external regulation, and amotivation. There were four items in each subscale.
> How

much

psychological needs were fulfilled

In accordance with SDT,the three psychological needs were set as autonomy,competence,andrelatedness. In the present study, a new subscale, relatedness with teachers, has been added using
Noels et al.'s (1999) concept, since teachers also play an influentialrole in the classroom. Five
items each were assigned to autonomy
with classmates, adapted

fromand competence, and four items were assigned to relatedness

Hiromori(2006). Someof the items were

rephrased to suit theparticipants of thisstudy. Five items were also added for relatedness with teachers. Examples"The

English teacher creates an atmospherethat makesare:it easy to ask questions" and "I think myEnglish teacher conducts class in a way that conveys understanding to the students."

Perceived competence(speaking: a = .919, writing: a = .945)

Six items for speaking and five items for writing were adapted from STEP'S Can‑Do
the items were taken from Grade 2. Examples

lists.
All ofof the items are: "1 can explain a familiar situation(e.g., reasons for being late or for absence)" for speaking, and "I can write a composition
introduces mythatschool," for writing.

IV. RESULTS
This report shows

the statisticalanalyses and the results in three separate sections in order toaddress the three research objectives. First, before

addressing the objectives, the results of

exploratory factor analyses for motivation and psychological needs are shownIV.2). Second,

the result of a multiple regression analysis is shown(Sections IV. 1andin order to address research

objective 1 (Section IV.3). Finally, descriptive analyses and correlations are reported to address
research objectives 2 and 3 (Section IV.4). The

SPSS

StatisticsPackage

17.0 wasused for all

analyses.

1. Exploratory

factor analysis for motivation

Before an exploratory factor analysis of intrinsicand extrinsicmotivation items was carried out,using a principal axis factor analysis withpromaxmotivation scale was analyzed. Theof the item scores ranged frommeans

rotation, the item‑level data from1.72 to 3.50 and thestandard deviations ranged from 0.84 to 1.24. The floor and ceiling effectswere checkedverify normality. The result demonstrated that the floor effect was shown

the L2in order toin only three items (15, 19,

and 20); however, since the information was considered useful, it was included in the results,andthese were used as items in the factor analysis.
The results of the exploratory factor analysis showed
theoretically driven; therefore, five categories were
present results,a four‑category solution seemed

four factors (see Table 1). The items were

initiallyset. Nevertheless, according

to maximize

parsimonyto theand interpretability.
FactorRelationships amongmotivation, psychological needs, FL WTC,

and Can‑Dostatements of English language learning

based on Self‑Determination Theory: Preliminary study of non‑English‑major junior college students in Japanloadings less than 0.5 did not load with their respective subscales. Consequently, four items (9, 10,
13, and 15) were excluded.
Table 1 provides the results of the factor analysis of the 16 items after the four items weredeleted. The

first factor waslabeled "intrinsic motivation;" the second, "highextrinsic motivation;" the third, "amotivation;"motivation." In the original theory, there wereandthe fourth, "lowself‑regulated extrinsic

five categories: amotivation, external regulation,

introjected regulation, identified regulation, and intrinsicmotivation. Even
categories was

self‑regulated

not as in the theoretical framework,

thoughthe numberofthe labels were based on the original theory,

SDT. For example, the factor "high self‑regulated extrinsic motivation" contained four items fromidentified regulation and one item fromexternal regulation. This simply implies that stronger

self‑regulated items in extrinsicmotivation were included in this factor.
The present

study, therefore, used

self‑regulated extrinsic motivation

four

factors: intrinsic motivation(Factor 2), amotivation(Factor(Factor 3), andlow1), highself‑regulated

extrinsic motivation (Factor 4).

Table 1Result of factor analysis for motivation items (Varimax

rotation, Principal factor method, N = 161)
Factor 1 Factor 2 Factor 3 Factor 4 Mean

Items

1 (int) Because

English is fun.

0.94

4 (Int) Because

studying English is fun.

0.89

0.09

0.04

itis rewording when

0.85

0.03

‑0.01

0.20

0.05 ‑0.01

3.41

0.00 ‑0.11

3.34

2 (Int) Because

I makenew discoveriesby studying English.

‑0.16

0.00

SD

Communality

0.05 3.14 1.10
‑0.052.91 1.21
0.132.89 1.16
1.11

0.83

3 (lilt)Because

itis enjoyable to increase my knowledge of English.

7 (We)

itis important to have English skills.

0.08
0.08

0.92
0.86

1.03

0.81

0.17
‑036

0.76

1.15

0.87

0.74

1.07

0.79

0.21

0.73

1.13

0.74

0.81

6 (Ide) To

become5 (Ide) Because
16 (Ext) Because

able to use English is important for me.

I want to be able to use English in the future.
one has to be able to use English in our society.

8 (Ide) Because
i think itis good for my personal development‑
Factor 3: Amotivation

1,10

0.76

0.75

19 (Amo)I

don't understand why

0.07

‑0.11

0.92

‑0.13 2.03

1.06

20 (Amo)I

believe thatstudying English isa waste of tin*;.

0.10

‑0.05

0.89

0.07 1.72

0.85

0.74

17 (Amo)I

don't know

0.04

‑0.08

0.87

1.08

0.55

‑0.18

0.23

0.78

‑0.01 2.08
0.06 2.18

0.99

0.76

0.15

‑0.08

‑0.14

0.90

2.21

0.87

0.67

0.88

2.32

0.96

0.85

2.03

0.90

12 (Int‑r)I

Ihave to study English.

what value there is in learningEnglish.

feelI should study English when

Iimagine what others

0=923

0.81

0.80

Becausea=.889a=.883in thisclassmust think of me.
14 (Ext) Because

itis expected that one studiesEnglish.

Correlation
Factor:1 i
2 0.54
3 ‑0.37
4 0.19Note, Acronyms

are based

Cronbach's a0.85

o=.829

‑0.27
0.36

0.14

on previous studies using self‑determination theory. "Int" stands

for intrinsic

motivation, and "Ide" stands for identified regulation. "Ext" stands for external regulation, "Amo"stands for

amotivation, and "Int‑r"stands for introjectedregulation

The

scores for reliabilitywere relatively high, since the range of Cronbach's Alpha

was from

0.829 to 0.923. The reliabilityof these scales seems relatively acceptable (Nunnally, 1978). Theinter‑factor correlation is also shownin Table 1. Previous studies (e.g.,Hiromori, 2003; Ryan

Connell, 1989) predicted the inter‑correlationsalong the self‑determination continuum,49&

and theSatomi Nakahira, Tomoko

Yashima, and Yoko Maekawapresent resultsconfirm them. For instance, Factors 1 and 2 were the most positively and strongly
correlated, at 0.54, while Factors 1 and 3 were most negatively correlated,at ‑0.37.

2. Exploratory

factor analysis for psychological needs

Before exploratory factor analysis for the psychological variables wasprincipal axis factor analysis with promax
scale was analyzed. The means

carried out, using arotation,the item‑level data from the psychological needsof the items ranged from 2.61 to 4.61 and the standard deviations

ranged from 0.63 to 1.13. The floor and ceiling effects were checked
The result demonstrated that the ceiling effect was shownin order to verify normality.

in only seven items (1, 2, 3, 4, 5, 8, and16); however, since this information was seen as useful, it was included in the results,and thesewere used in the factor analysis.
The dimensionality of the 22 items on psychological needs wasfactor analysis, and the results showed

analyzed using exploratory

four categories with 14 items. Factor loadings of lessthan

0.5 were deleted. Consequently, items 4, 5, 8, 11, 12, 16, 19, and 22 were scattered.

Table 2
Results of factor analysis of psychological needs items (Varimax

Factor 1 Factor

Items

7 I

think my English teacher conducts classesin a way thatconveys
think my English teacher understands students'feelings.

6 My

teacher createsan atmosphere thatmakes iteasy to ask questions.

10 I can tellthatmy English teacher thinks seriouslyabout improving

2 Factor 3 Factor

4 MeanSD

Comnwnality

0.99

‑0.15

0.02

0.02

3.72

0.91

0.87

0.90

0.08

‑0.07

‑0.02

3.71

0.93

0.83

0.81

‑0.01

0.02

‑0.01

4.03

0.92

0.65

0.70

0.17

0.13

‑0.13

3.86

0.89

0.66

0.84

‑0.03

‑0.02

‑0.04

‑0.02

0.73

0.02

0.17

3.37 0.98
3.80 0.92
3.63 0.99

0.67

0.78

0.71

0.10

‑0.09

3.44 1.04

0.48

on understanding of students.
9 1

rotation,Principal factor method, N = 161)

Cronbach's

astudents'progress in English.
18 I

am

20 I

think I will succeed

satisfied with

21 I

feel a sense of accomplishment

17 1

am

sometimes

myperformancein this English

in this English

class if I try in this English

encouraged

in this English

by myfriends andclass. 0.00
class. 0.01

class. 0.07
teacherduring

0.59
0.74

1 I get along with my classmates in thisEnglish class.

‑0.07

0.03

0.92

‑0.06

4.61

0.63

0.81

2 i

‑0.02

0.11

0.89

0.02

4.52

0.65

0.86

‑0.12

0.79

0.13

4.36

0.77

0.77

0.12

‑0.07

‑0.06

0.88

3.550.92

0.82

opportunitiesin thisEnglish class.
‑0.26

‑0.04

0.20

0.81

3.621.08
3.480.95

0.57

think 1 can study English collaborativelywith my classmates.

3 Thereis an atmosphere of collaborativelearningwith classmates

14 My

teacher asks students'
opinions about the content

and/or procedure of the class.
13 I

can choose among severalhomework‑0.13

The numberof factors was

0.78

initially set at three, since the original theory

psychological needs as competence,

a=785

a‑868

a=. 758

framedtherelations,and autonomy. The need for relations is postulated tosatisfy the relationships with friends―in this case, with classmates. In the present study, new items
that asked about relationships with teachers were added, since teachers could be a strong influencein theclassroom

environment.

Therefore,

four

categories, that is, the original three forpsychological needs and the newly added item for relationships with teachers, were50

extracted; theRelationships amongmotivation, psychological needs, FL WTC,

and Can‑Dostatements of English language learning

based on Self‑Determination Theory: Preliminary study of non‑English‑major junior college students in Japanfactor solution is presented in Table 2.
The

firstfactor was labeled "relatedness with teachers"; the second was labeled "competence";

the third was labeled "relatedness with classmates"; and the fourth was labeled "autonomy."

All ofthe factor loadings were over 0.7, and the score range of Cronbach's Alpha was 0.76 to 0.88. The
reliabilityof these scales seems relatively acceptable (Nunnally, 1978).

3. Multiple regression analysis
A multiple regression analysis was

performed

in order to examine

intrinsic motivation and the variables that represent how

the relationship between

the four needs are investigated in Section

IV.2. The result is given in Table 3.
The coefficient determination was 0.112. Intrinsic motivation was set as a dependent
independent

variables were autonomy, competence,with teachers. This
competence

was

based

variable;

relatedness with classmates, and in relatedness

on the original SDT(Deci &

Ryan,

1985). The

variable of

was the strongest predictor for intrinsicmotivation: ￨3= .226 (p < .05).

Table 3: Results of multiple regression analysis
Dependent

Variables Independent

Intrinsicmotivation Relatedness

Beta

Variables

0.06
0.128
‑0.0350.226 *

with classmates

Relatedness with teachers
AutonomyF

R2

4.88 **

0.112

Adjusted R2
0.089*p > .05**p > .01

4. Descriptive statisticsand correlation coefficients
Table 4 presents the means (Mean), standard deviations (SD), and scale correlations for the four
subscales of motivation, the four psychological variables, and the FL WTC
in speaking and writing. The mean

and Can‑Dostatements

scores of the variables ranged from 2.00 to 4.50, and the SDscores ranged from 0.613 to 1.03.
When

we examinedthe correlations of the FL WTC

and Can‑Dostatements with motivationalvariables, the higher self‑regulatedsubscales―intrinsic motivation and high self‑regulated extrinsic
motivation ―showedsignificant correlations. However,slightly different between the FL WTC/Can‑Do
was most

strongly correlated withhigh

the distinctiveness of correlations wasstatements and the motivational variables. FL WTC
self‑regulated extrinsic motivation,statements were strongly correlated with intrinsicmotivation.

51

while

Can‑DoSatomi Nakahira, Tomoko

Yashima, and Yoko Maekawa

Table 4Means, standard deviations,and correlationsbetween motivation, psychological variables,FL WTC,
Can‑Dostatements.
Mean

1. Intrinsic
motivation

SD

3.09

2. High self‑regulated
3.15
extrinsicmotivation
3. Low self‑regulated
2.19
extrinsicmotivation

1

5

6

7

9

10

11

12

.164*

.150 .217**.093 437

.120

.101

.013 ‑.003.099 .352" .426** .161* .215**

.784

4.50

.613

6. Relatedness with teachers

3.83

.783

7. Competence

3.56

.767

8. Autonomy

3.55

.810

9. WTC (speaking)

2.70

.739

10. WTC(writing)

2.03

.820

11. Can‑Do (speaking)

2.16

.871

12. Can‑Do (writing)

2.10

.955

.204* .268" .315**.136 .408" .327" .552" ,477

.385** .300

5. Relatedness
withclassmates= 161;

4

.912

.860

‑.170* ,220.250

.441** .413** .415"‑.139 ‑.158*‑.244 ‑.169*.419** .438** .288** .213"

‑.024

.106

.107

‑.023

.044 ‑.053

.198*

‑.005

.141

.090

.060

.041 ‑.064.578" .496**

.013

.050

.622" .327** .275**.387** 462.817"

the scale's range, theoretically, is from*p <.05,**p

3

1.03

2.00

N

2

.610** .276** .352

4. Amotivation

Note,

and

1 to 5<.01

V. DISCUSSION
As

shown

in the above

results, non‑English‑major

junior college students suchparticipants in the present study are more likely to have high intrinsicmotivation whenfor competence

are fulfilledor when

they are satisfied with their performanceas thetheir needsin their English

classes. It is noteworthy

that the participants in this study were junior college students; the result

also significantly showed

this peculiar trait.

Hiromori(2004, 2006) showed

different results,pointing out that the feeling of high autonomy

strongly affects the possession of high intrinsicmotivation. This distinction may

arise because of

the situationaldifferences in which participantsfind themselves. Hiromori's participants were juniorhigh school students, while this study's participants are junior college students. Thoselearners whoare enrolled in higher education such as junior colleges and/or universities are less controlled intheir general learning than those who
autonomousare enrolled in compulsory

learning situations,it seems more

to perceive competence

education. Whenlearners are ineffective to create circumstances that allow learners

positively in their classes than to perceive doing their learning by their own

will for the purpose of high intrinsicmotivation.
52

Relationships among motivation, psychological needs, FL WTC, and Can‑Do statements of English language learning
based on Self‑Determination Theory: Preliminary study of non‑English‑major junior college students in Japan

Furthermore,as shown

in Table 4, FL

self‑regulated extrinsic motivation. Can‑Do

WTC

had

the strongest relationship withstatements, whichindicated the students' perception ofEnglish skills,had the strongest relationships with intrinsicmotivation. The
other words, learners whothemwant to use English are morethink of the importanceresult showsthat, inlikely to have reasons or goals that makeof learning the language. On

generally can speak and write well in English are morehigherthe other hand, learners who

think they

likely to experience enjoyment

in learning

English. This seems a reasonable result since the present participantslearn the target language in the
FL context. If they do not have the opportunity to actually use the language, a strong WTC
the reason why

they study. It implies the importanceof providing students a chance

can beto seize an

opportunity in which they think "I want to talk in English." Moreover, if learners have a chance toactually use the language, it raises the possibility of them receiving positive perceptions of theirEnglish skills.
Finally, I would
competence,(that is,Can‑Doclass, (that is, need
Can‑Dolike to point out the relationship between

learners' perception of English

statements), and learners' perception of fulfillmentof performancefor competence),

is the mostininfluential variable for intrinsic motivation.

statements reflectlearners' perceptions of their English proficiency, and the questionnaire

responses regarding the need for competence
the classroom. Althoughthese concepts

reflectlearners' perceptions of their performanceappearsimilar, these twovariables did

significant correlation in the results.In other words, the results imply
perceived their English competence
performanceathat those learners whoto be low in general were stillable to perceive their English

as positive in their classes. It may

learners to feel a sense of progress in their own
environment.

not showinbe useful to create an environment

language performancethat allows

as exhibited in the classroom

This result has great value, since it is the issue of whether or not learners being able toperceive their achievement

or to fulfilltheir needs for competencein the classroom

lead them tohave higher intrinsicmotivation.

VI. CONCLUSIONSThis study sought to establish which psychological needs need to be fulfilledto affect students'
abilitiesto maintain high intrinsicmotivation. The research was based on SDTwith non‑English‑major
relationship between

Japanesejunior college students. Thisthat whenlearners' needs for competence

to have high intrinsicmotivation. Moreover,intrinsic motivation, andthat those who

those learners who

had

conducted

also investigated thethe variables of intrinsicmotivation and FL WTC/Can‑Do

The results showed(Can‑Dostudy

and wasstatements.

are fulfilled,they are more likely
had high FL WTC

positive perception of their English

also had highproficiency

statements) also had high intrinsicmotivation.

However,due to the limitations of the questionnaires, we have not investigated why, how, and inwhat situations students' positive perception of their English competence
Patrick (2008) mentioned,
competencein further research, weand value beliefs,why

they mayneed to look at "howincreases. As Turner andstudents develop

thosefluctuate from time to time or place to place, and what
53

Satomi Nakahira, Tomoko

outcomes
WTC

evolve from

Yashima, and Yoko Maekawa

such experiences" (p. 121). Furthermore,

has not been conducted

often enough, larger and moresince research using SDTnumerous

andstudies will hopefully be

carried out. In addition, can‑do statements were used in the present study as a reflection of thelearner's perception of his/her English competence;

however,to ensure the learner's proficiency

level in a more objective way, proficiency tests such as SLEP

should be carried out in the future.

Nevertheless, since there are many

Japanese students who

are learning English but not majoring in

English, the present research may

give educators a hint of how

to motivate their students toward

English learning.

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