In the past, Japanese university students’ motivation to study English may have come from dreams of travel, the desire to communicate with people from around the world, a plan to work for international companies, a wish to understand music or movies in their original language and, for some, the intellectual challenge of learning a new language. In a previous study conducted over a decade ago, students’ motivation was closely linked to classroom experiences and the support and actions of the teacher (Boon, 2012). Today, however, the learning landscape has undergone a dramatic change. Students now have instant access to a . . .
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