Summary: Participants did their best to deliver informative two-minute speeches on a specific cultural aspect. If you read the details and descriptions in advance, please note that we discussed the guidelines in the previous class during 4th period on Sunday, October 19th. Therefore, please refer to the last lesson.

X. Here is the schedule for your 2-minute informative speeches and the time blocks for each class participant, with your nickname or initials for privacy:

1. 15:50-15:52

2. 15:54-15:56

3. 15:58-16:00

4. 16:02-16:04

5. 16:06-16:08

6. 16:10-16:12

7. 16:13-16:15

8. 16:17-16:19

9. 16:21-16:23

10. 16:25-16:27

11. 16:29-16:31

12. 16:33-16:35

13. 16:37-16:39

14. 16:41-16:43

15. 16:45-16:47

16. 16:49-16:51

17. 16:53-16:55

18. 16:57-16:59

19. 17:01-17:03

20. 17:05-17:07

Finally, we will have an overview, reflections, and a wrap-up of the course from 17:10 to 17:20. Thank you for taking this course! Enjoy your Open University Japan studies.

XI. Public Speaking Template, Tips, and Tricks: The 1-2 Minute Informative Speech (14:05 to 15:35)

1) Copyright 2017 by Mark Steven Hess. All rights reserved; permission to share for educational purposes. These tips are provided free of charge by Portable Gifted and Talented. I have modified the content for students at OUJ

2) One to Two Minute Informative Speech Template explanation for your one- to two-minute speech on Sunday during 4th period:

“Grabber” Notes: (Choose one—use vocal variety, humor, interesting quote or fact, or act)

State the Main Idea in One Clear Sentence:

Supporting Detail Note #1:

Supporting Detail Note #2:

Restate the Main Idea—Use Different Words:

3) One to Two Minute Supporting Speech Rules, Tips, and Best Practices: Intermediate English

1. In public speaking, use your voice and gestures to emphasize key points and to keep your audience interested.

2. Can everyone in the room hear you? If not, you just lost part of your audience.

3. You’ll never need a partner or assistant for this speech. Get support by being a good listener.

4. Grab your audience’s attention. Make them want to listen right away, which is very important in such a short speech. “Ho, hum . . . Oh, look. Someone is speaking. Oh, wait… they’re done already. What did they say?????”

5. Stay on track. Your job as a speaker is to convey one main idea and one main idea only, supported by examples and explanations. In such a short speech, you have no room to talk about anything else. It’s like a good paragraph.

6. Do not write out supporting details. This is a speech, not an essay. Work out what you will say by rehearsing the speech.

7. Write out your main idea sentence, your concluding sentence, and any important quotes. Know them by heart.

8. Rehearse. Rehearse again.

9. Look at your audience as much as possible, and make sure you’re not staring at one person the whole time. Now that would be awkward! Some people feel shy about looking at the audience. If that is an issue, look just over their heads at the back wall. They’ll never know the difference!

10. Be confident and use your voice. Everyone is in the same situation. Take a deep breath. Rehearse some more. Take another deep breath. You’ll do fine!

15:35-15:50 Short Break

Note: Just in case, here is the Template Online:

OUJ_English 2_One to Two Minute Supporting Speech Guidelines Download

Summary: XI. (11:35 to 12:05) Special Ideal Self Visualization Exercise

Summary: PowerPoint will be uploaded soon! After the break, we did a self-analysis of our Ideal L2 or Other Language selves through visualization. The PowerPoint exercise is not included in the class booklet to add an element of surprise, but you can access it anytime on our class website.

XII. Discussion Questions of Your Ideal Selves in English or Another Language

English Future (Ideal L2 Self)

1. What would you like to do with your English after this course?

2. What are your learning goals? For each goal, what specific, practical actions can you take to get closer to this goal?

3. How do you see your English self in the future? What do you look and feel like then?

4. What hopes do you have for learning English in the future?
5. If you see yourself using English in your future job after graduation?

6. How do you see yourself using English for your future Employment? What would that look like, and how would you look and feel?

7. As you age, how do you see, if at all, the role English will play in your family life?

8. As you age, how do you see, if at all, the role English will play in your life with friends?

9. As you age, how do you see, if at all, the role English will play in your occupation (this can be working from home or being a graduate student as well)?

13:05 to 14:05 Lunch Break

IX.  My L2 Motivational Self System Conversation Pair Discussions (09:50 to 11:20)

Summary: First, we settled into class and did a self-analysis of our Ought-to selves and how we can restate our Ought-to Self to better balance extrinsic and intrinsic motivation. The PowerPoint exercise is not included in the class booklet to add an element of surprise, but you can access it anytime on our class website.

X. Discussion Questions:

English Past (Language Learning Experience and Ought-to Self):

1. When did you start learning English? Please discuss what you remember about this experience. About how old were you?

2. How did you study English in junior and senior high school? How were your English classes?

3. Pretend I were a student in one of your classes in secondary school. Please take me to the class and describe what I would see.

4. What English studies did you feel you had to do, but did not want to do?

5. Describe a positive(s) or negative experience(s) you have had learning English in the classroom. What did you learn from the experience?

6. What was the best or worst English class you have ever had? Why?

7. How about studying abroad? If so, how was it?

8. Have you used English while abroad? In Japan? If so, how was that? Please explain.

9. What opportunities have you had to use English outside the classroom?

English Present (Language Learning Experience and Ought-to Self)

1. What motivates you to learn English?

2. How do you feel about using English now?

3. What are the best ways for you to study English?

4. Which English classes are you taking at this university now?

5. What are your recent goals for English this term?

6. What English are you learning now?

7. What English studies do you currently feel you must do but do not want to do?
8. How do you develop your English skills these days?

Do you use English for your hobbies, sports, or during your relaxation time? If so, please explain.

Break time: 11:20-11:35

The L2 Motivational Self System Summary: From 15:50 to 17:20, we focused on learning more about the second language learning or L2 Motivational Self System definition from 15:50 to 16:10, from 16:10 to 17:00 you discussed your language learning experience, aught-to self, and ideal self, and from 17:00 to 17:20, I explained your 2-minute motivation presentation on November 15th.

VI. My LD Motivational Self System (15:50-16:10)

In the article I wrote:

Vye, S. (2016). Art and the motivational L2 self system in a university course. Learning Learning, 23(2), 2-7. http://ld-sig.org/wp-content/uploads/2016/10/Article-1-Vye.pdf

I described a Concise Overview of the L2 Motivational Self System (In class I will show a colorful slideshow):

“I will briefly describe the L2 motivational self system and its relation to learning a second or other language for the unfamiliar reader. In a series of case studies from 2005, Dörnyei (2009) provided convincing evidence using a tripartite L2 motivational self system that described the self in relation to one’s motivation for learning a language.

First, he defined the ideal L2 self as the degree to which the learner would like to become a user of their L2 target language;

Second, the ought-to L2 self is the extent to which the learners believe they need to meet others’ expectations to work around any negative learning outcomes;

and Third, the L2 learning experience is the motivation related to the learners’ learning environments and experiences (Dörnyei, 2009, p. 29). Since the creation of Dörnyei’s framework, teacher/researchers in Japan have replicated his hypothesis of the tripartite model (see Ryan, 2009; Taguchi, Magid, & Papi, 2009) or have modified the self system model slightly for research in their specific contexts (see Apple, Falout, & Hill, 2013; Falout, 2013; Irie & Brewster, 2013; Kaneko, 2012; Munezane, 2013; Murray, 2011; Yashima, 2009)” (Vye, 2016).

Vocabulary/Glossary:

Framework (noun): a structure made of parts joined together

Replicated (adjective, or in this case a verb): to make a copy of something

Tripartite (verb, noun, or in this case and adjective) a model of three parts

VII.  My L2 Motivational Self System Conversation Pair Discussions (16:10 to 17:00)

Discussion Questions:

English Past (Language Learning Experience and Ought-to Self):

1. When did you start learning English? Please discuss what you remember about this experience. About how old were you?

2. How did you study English in junior and senior high school? How were your English classes?

3. Pretend I were a student in one of your classes in secondary school. Please take me to the class and describe what I would see.

4. What English studies did you feel you had to do, but did not want to do?

5. Describe a positive(s) or negative experience(s) you have had learning English in the classroom. What did you learn from the experience?

6. What was the best or worst English class you have ever had? Why?

7. How about studying abroad? If so, how was it?

8. Have you used English while abroad? In Japan? If so, how was that? Please explain.

9. What opportunities have you had to use English outside the classroom?

English Present (Language Learning Experience and Ought-to Self)

1. What motivates you to learn English?

2. How do you feel about using English now?

3. What are the best ways for you to study English?

4. Which English classes are you taking at this university now?

5. What are your recent goals for English this term?

6. What English are you learning now?

7. What English studies are you currently feeling you must do, but do not want to do?
8. How do you develop your English skills these days?

9. Do you use English for your hobbies, sports, or during your relaxation time? If so, please explain.

English Future (Ideal L2 Self)

1. What would you like to do with your English after this course?

2. What are your learning goals? For each goal, what specific, practical actions can you take to get closer to this goal?

3. How do you see your English self in the future? What do you look and feel like then?

4. What hopes do you have for learning English in the future?

5. If you see yourself using English in your future job after graduation?

6. How do you see yourself using English for your future Employment? What would that look like, and how would you look and feel?

7. As you age, how do you see, if at all, the role English will play in your family life?

8. As you age, how do you see, if at all, the role English will play in your life with friends?

9. As you age, how do you see, if at all, the role English will play in your occupation (this can be working from home or being a graduate student as well)?

V111. Public Speaking Template, Tips, and Tricks: The 2-Minute Informative Speech (17:00 to 17:20): Guidelines for Your Speech

1) Copyright 2017 by Mark Steven Hess. All Rights Reserved with permission to share for educational purposes. These tips are provided free of charge by Portable Gifted and Talented. I have modified the content for students at OUJ

2) One to Two Minute Informative Speech Template explanation for your one- to two-minute speech on Sunday during 4th period (see the following page 13):

3) Two-Minute Supporting Speech Rules, Tips, and Best Practices: Intermediate English

1. In public speaking, use your voice and gestures to emphasize key points and to keep your audience interested.

2. Can everyone in the room hear you? If not, you just lost part of your audience.

3. You’ll never need a partner or assistant for this speech. Get support by being a good listener in the audience.

4. Grab your audience’s attention. Make them want to listen right away, which is very important in such a short speech. “Ho, hum . . . Oh, look. Someone is speaking. Oh, wait… they’re done already. What did they say?????”

5. Stay on track. Your job as a speaker is to convey one main idea and one main idea only, supported by examples and explanations. In such a short speech, you have no room to talk about anything else. It’s like a good paragraph.

6. Do not write out supporting details. This is a speech, not an essay. Work out what you will say by rehearsing the speech.

7. Write out your main idea sentence, your concluding sentence, and any important quotes. Know them by heart.

8. Rehearse. Rehearse again.

9. Look at your audience as much as possible, and make sure you’re not staring at one person the whole time. Now that would be awkward! Some people feel shy about looking at the audience. If that is an issue, look just barely over the top of their heads at the back wall. They’ll never know the difference!

10. Be confident and use your voice. Everyone is in the same situation. Take a deep breath. Rehearse some more. Take another deep breath. You’ll do fine!

17:20 Classes conclude for the day

 

 

 

Summary: From 14:05 to 14:35, we will do Activity IV. Motivation and Goal Setting in Language Learning: How to Stay Consistent, Motivation and Education Part 2 -JoshESL.com, by continuing to study the second part of the motivational video.

Instructions: Please study the vocabulary terms as best as you can. Study and take notes on the terms and definitions that you somewhat understand but would like to confirm their meaning. Also, note terms and definitions you completely do not understand in English, as well as those in English-to-English, English-to-Japanese, or both translations. It is your choice depending on your level of English skills and the time to for the class.

Vocabulary Terms You Understand Somewhat (but are not confident using or are not 100% sure of the meaning)

1). Vocabulary Terms Definition (in English, Japanese, or both; your choice)

2). Vocabulary Terms You Do Not Understand at All

Vocabulary Terms Definition (English provided, Japanese, or both; your choice)

Anecdote (noun): a short account of an amusing or interesting story

Attribution (noun): assigning a character or trait to something

Crap (can be a verb, noun, or in this case an adjective): bad

Extrinsic (noun or in this case an adjective): external or outside

Genuinely (adverb): in an authentic manner

Inherently (adverb): in a way that is natural, basic, or permanent

Internally (adverb): in or with respect to

Intigrative (verb or in this case an adjective): connected, coordinated, unifying

Intrinsic (noun or in this case an adjective): internal or inside

Instrumental (noun or in this case an adjective): to bring about a result

Locus (noun) the place or idea where something is located or situation in

Pragmatic (noun or in this case an adjective): dealing or working on practical matters

Visualization (noun) the act of seeing or thinking about something in one’s mind, often about a concept and/or the future

14:35 to 15:35.

IV. We will read, view, and discuss Motivation and Goal Setting in Language Learning: How to Stay Consistent, Motivation and Education Part 2 -JoshESL.com. (14:35 to 15:35)

Please enjoy reading and watching Motivation and Goal Setting in Language Learning: How to Stay Consistent, Motivation and Education Part 2 – JoshESL.com. Afterward, you will work in pairs to discuss the readings using 10 question prompts for one hour, but you can also create your own comprehension questions and comments.

00:03:07 –> 00:03:31

Theo: Sure. Well, one of the earliest approaches classified motivation into integrative and instrumental motivation. Integrative motivation is motivation to learn a language in order to get to know, interact, and perhaps become like the speakers of the target language. And instrumental motivation, on the other hand, refers to learning a language more for pragmatic or practical reasons.

00:03:32 –> 00:03:41

Josh: Okay, so the integrative way is I’m learning French because I want to engage with the French-speaking community because that’s something I want to do.

00:03:41 –> 00:03:41

Theo: Right.

00:03:41 –> 00:03:50

Josh: Whereas the instrumental reason would be I want to maybe pass a French exam or get a job in a French company.

00:03:51 –> 00:04:06

Theo: That’s right. But it is also important to note that not everyone who learns a language does so because they want to integrate with members of the target culture. So another way that motivation has been classified is into different degrees of extrinsic and intrinsic motivation.

00:04:07 –> 00:04:09

Josh: Okay. So what would that be?

00:04:09 –> 00:04:23

Theo: Well, intrinsic motivation refers to doing an activity because it is inherently satisfying, and extrinsic motivation is essentially the same as instrumental motivation. That is, doing something as a means to an end.

00:04:23 –> 00:04:28

Josh: Okay, so intrinsic motivation is internally driven?

00:04:28 –> 00:04:28

Theo: Yes.

00:04:29 –> 00:04:40

Josh: And extrinsic motivation is because, again, I want to pass an exam, or I’m really trying to get this job, so I really need to learn English, so that’s my goal.

00:04:41 –> 00:04:49

Theo: That’s right. And in most cases of language learning motivation, we have a mixture of intrinsic and extrinsic influences.

00:04:50 –> 00:04:55

Josh: Okay. Can you give us a little anecdote or a little story from your own experience?

00:04:55 –> 00:05:09

Theo: Yeah. For example, an extrinsic reason for why I’m learning Korean right now is to make my life in Korea more comfortable. But I’m also learning it because I genuinely find the language itself interesting. So this is an intrinsic reason.

00:05:10 –> 00:05:35

Josh: Okay. That makes perfect sense. I’m learning Korean as well, and much the same, I have intrinsic reasons. Well, I enjoy learning languages, and I guess as an extrinsic motivator, I really want to be able to have the power to go and do my own banking and if I need to go to the dentist instead of always just asking someone. So I want to become self-sufficient.

“No, not at all. For the majority of people, both intrinsic and extrinsic motivations are present at varying degrees.”

00:05:35 –> 00:05:36

Theo: Totally. Yeah.

00:05:36 –> 00:05:42

Josh: So we can both agree on that one. That’s our big extrinsic motivator. But moving on, attribution theory.

00:05:43 –> 00:05:57

Theo: Oh, before we get to that, I just wanted to add that even though both intrinsic and extrinsic motivation are useful for learning language, what we see is that high-level language learners tend to be more intrinsically motivated.

00:05:58 –> 00:06:23

Josh: Okay. Well, that makes perfect sense. If you want to do it, then, of course, you’re going to do it. But that’s not to say teachers out there, if people are really extrinsically motivated, that’s not to say that’s not going to really help guide them and help motivate them to learn. We’re just saying that the results do show that intrinsically motivated students get better results. Is that correct?

00:06:23 –> 00:06:24

Theo: Yeah. That’s right.

00:06:25 –> 00:06:27

Josh: Okay. So attribution theory.

Attribution Theory

What do you attribute your successes or failures to? Was the test too hard or did you not study hard enough? The answer to this question will reveal a lot about the student’s beliefs and attitudes.

A basic assumption of attribution theory is that a person’s understanding of the causes of the past events/results can impact their future decisions and actions.

00:06:27 –> 00:06:51

Theo: Right. Well, attribution theory relates to the way that people think about their past successes and failures and how that influences their motivation going forward in future activities. If people attribute their past successes and failures to factors that they can control, then this is a more positive indicator of future motivation than if they attribute them to factors outside their control.

00:06:51 –> 00:07:11

Josh: Okay. Well, that makes perfect sense. So, to illustrate the point, I’ve just done an exam. I’ve failed. So, if I attribute my success or failure, so I’ve failed this exam, and I can say, “Oh, the exam was too hard,” or what else? “The teaching wasn’t good quality.”

00:07:11 –> 00:07:12

Theo: I had a crap teacher.

00:07:12 –> 00:07:25

Theo: Yeah. Okay, so there I’m putting the blame on an external factor, on something I can’t control, where it’s probably better to take ownership.

“As teachers, we should be trying to teach our students how to take control of their own learning (Holec, 1981, p. 3). This means that we need to help our students understand the benefits of cultivating an internal locus of control.”

00:07:26 –> 00:07:35

Theo: Yeah, I think part of what we do as teachers is to promote autonomy to help students become more responsible for their own learning (Benson, 1991).

00:07:35 –> 00:08:09

Josh: Yeah, that’s great. And I think one of the things I do, it’s not attribution theory, but it is something which I like to do with my adult students, is I get them to think about their future self or their ideal self when they’re learning a language, whether they’re intrinsically motivated or extrinsically motivated (Dornyei, 2005). I get them to think what they want to do with the language. Do they, like I’m learning French, I want to sit in a cafe and speak French to the waiter or watch a French movie. I imagine myself doing this. So, we’ve covered a few of the main ones there.

Ideal Self / Future Self / Possible Self

“The Ideal Self is your own mental representation of who you will become once you achieve your L2 (second language goal).

Visualization and Future Self exercises are great activities to help boost your motivation. All you need is to do is think of how your L2 will be a positive influence/asset to your Future Self (Dornyei, 2005; Dornyei & Ushioda, 2009).

00:08:10 –> 00:08:16

Theo: Yeah, but that’s just some of the ways we can look at motivation. I think if you’re interested in finding out more, you should check out the link.

www.joshsl.com

Note: Please feel free to report what you learned from not only current group members, but also previous classmates, which helps to increase class bonding and good relations.   

Discussion Questions:

1). Discuss the answers to the questions below with your conversation partner and enjoy trying to use some of the words in the glossary in your answers:

Answer the questions in your own words. You may refer to the transcript.

A. Types of Motivation

1. What is the difference between integrative motivation and instrumental motivation?

2. According to Josh and Theo, why might someone learn French for an instrumental reason?

3. What is the difference between intrinsic motivation and extrinsic motivation?

4. Theo is learning Korean because he finds the language interesting and wants to make his life in Korea more comfortable. Which reason is intrinsic, and which is extrinsic?

5. Josh wants to learn Korean so that he can go to the bank or dentist by himself. Why is this an example of extrinsic motivation?

6. According to the discussion, can people have both intrinsic and extrinsic motivation at the same time? Explain your answer.

B. Attribution Theory

7. What does attribution theory help us understand about learning?

8. Imagine that a student fails an English test. Give one example of an internal explanation and one example of an external explanation for the result.

9. According to Theo, why is it helpful for learners to focus on factors they can control?

10. What does it mean for students to take more responsibility for their own learning?

Summary: You were able to discuss motivation significantly with two different conversation partners based on Part 1 of the Josh ESL YouTube Video

Discussion Questions:

1) Discuss the answers to the questions below with your conversation partner and enjoy trying to use some of the words in the glossary in your answers:

1. Based on the video conversation with Josh and Theo and your own ideas, how would you define motivation in language learning?
2. What do you both agree that motivation is not?
3. What factors do you think influence motivation both inside and outside the classroom while learning a language?
4. In your experience, how does motivation impact your language learning success? Can you give some examples of when you are motivated? Also, when are you not motivated?
5. Please share a personal story about when motivation helped you in your language learning journey. It could be learning English or another language.
6. According to Josh and Theo, how can teachers help develop and maintain motivation with their students? Also, share your own ideas for keeping students motivated.
7. How can you self-assess (self-check) your motivation levels and adjust your learning goals?
8. Which definition of motivation by the authors, with their publication dates, do you like best, and why? Or are there several? Please explain.
9. How can the three stages of motivation suggested by Dornyei and Otto (1998) and Dornyei, (2005), which are preactional, actional, and postactional help improve your language learning?
10. According to Theo, why can students not learn a language well even with a good teacher and learning program? Please give some examples and reasons.

2) Then, from about 12:10 to 12:50, you will be able to discuss the questions in your new group until lunchtime at 13:05.

13:05 to 14:05 Lunchtime

Summary: From 09:50 to 10:10, I will introduce myself. Class participants will create a name badge to help us remember each other’s names more easily. Then, we will have a course orientation, where you will learn what you will be able to do by the end of the course, based on the course handbook and website. Then, we studied and discussed the layers of diversity of a person’s personality, language, and culture. You also learned more about your classmates and me.

Course Overview: This course will help you develop your awareness of the motivation for how people learn languages. This includes learning a second or more languages, as you will learn more about the Motivational Self System developed by Zoltán Dörnyei. This motivational system comprises language-learning experiences, studies that the learner feels they ought to do, and their ideal new language identity. Through reading assignments, viewings, and in-class discussions about motivation and its relation to language, participants will have a greater ability to communicate effectively in English at an advanced beginner to intermediate level.

Individual Syllabus: Please click on the date and time of the class period to get the essential information for the course in the online PDF version or on the website: https://staceyvye.com/2025/08/28/ouj/

11/08/2026（Sunday）09:50～11:20 第1回 The Language Learning Motivational Self System: Reading, Lecture, Comprehension, and Individual Qs

11/08/2026（Sunday）11:35～13:05 第2回 Defining and Discussing the Motivation to Learn Languages: Reading, Lecture, Viewing, Discussions, and Activities

11/08/2026（Sunday）14:05～15:35 第3回 Motivation and Language Learning Experiences: Viewing, Comprehension Qs, Discussions, and Activities

11/08/2026（Sunday）15:50～17:20 第4回 The Ought-to Selves and Language Learning Attitudes: Viewing, Comprehension Qs, Discussions, and Activities

11/15/2026（Sunday）09:50～11:20 第5回 Balancing the Ought-to Self and the Motivation to Learn: Reading, Viewing, Comprehension Qs, Discussions, and Activities

11/15/2026（Sunday）11:35～13:05 第6回 The Vision of Future Language Learning and Ideal Selves: Viewing, Comprehension Qs, Discussions, and Activities

11/15/2026（Sunday）14:05～15:35 第7回 Preparations for Final Presentation

11/15/2026（Sunday）15:50～17:20 第8回 Final Presentations

Message to Students

This course is for students who can carry out beginning-to-intermediate daily conversations in English, develop the ability to discuss topics about foreign language motivation further, and build basic presentation skills. You do not need to understand all the readings and the viewings. The main point is to understand the general ideas and be able to share your thoughts and opinions in basic English with other participants.

Grading

Grading is based on learning attitude or activity in the classroom and evaluation of the final speech presentation.

Summary: From 09:50 to 10:10, we will begin by getting to know one another. After I introduce myself, you will create a name badge to make it easier for everyone to learn each other’s names. We will then look at the course handbook and website and discuss the course goals and what you can expect to achieve by the end of the course.

Finally, through reading assignments, viewings, and in-class discussions about motivation and its relation to language, participants will have a greater ability to communicate effectively in English at an advanced beginner to intermediate level.

I. (10:10 to 10:40) Language Learning Motivation: Reading/Viewing (Vocabulary),  Lecture, Comprehension, and Individual Questions

I 11/08/2026（Sunday）09:50～11:20 第1回 Language Learning Motivation: Reading, Lecture, Comprehension, and Individual Qs

Instructions: Please study the vocabulary terms as best as you can. Study and take notes on the vocabulary terms and definitions you somewhat understand but want to confirm. Also, note terms and definitions you completely do not understand in English, as well as those in English-to-English, English-to-Japanese, or both translations. It is your choice depending on your level of English skills and the time to for the class.

Vocabulary Terms You Understand Somewhat (but are not confident using or are not 100% sure of the meaning)

1). Vocabulary Terms Definition (in English, Japanese, or both; your choice)

2). Vocabulary Terms You Do Not Understand at All

Vocabulary Terms Definition (English provided, Japanese, or both; your choice)

Actional: (noun) Taking action

Aptitude (noun): Natural capacity to learn or understand

Arousal (noun): the action of being very alert

Cheerleader (noun): a member of a team leading a cheer for a sports team

Cognitive (adjective): related to learning functions

Construe (transitive verb in this case; also a noun): to tell or express something

Drill Sergeant (noun): an officer who trains soldiers

Exert (adjective in this case; also, an adjective): put forth or use energy

Fluency (noun): a smooth and easy flow of language

Linguistics (adjective; in this case a noun): the scientific study of languages

Mandarin (noun): The form of the standard Chinese language

Multifaceted (adjective): having many faces, talents, or facets

Preactional (noun): before taking action

Postactional (noun): after taking action

Sustainability (noun): the ability to be maintained, continued, or sustained

Tedious (adjective): long and tiresome

TESOL (noun): Teaching English as a second or other language

Definitions taken from the Oxford Online Dictionary when possible: https://www.oed.com/?tl=true

II. Motivation and Goal Setting in Language Learning: How to Stay Consistent, Motivation and Education Part 1 -JoshESL.com (10:40 to 11:20)

Part 1: Please enjoy reading and viewing the Motivation and Goal Setting in Language Learning: How to Stay Consistent, Motivation and Education video Part 1 -JoshESL.com. After the break from 11:20 to 11:35, you will get into conversation pairs to discuss the readings using 10 question prompts, but you can also make your own comprehension questions and comments..

1

Josh ESL. (2016, July 04). Motivation and goals for language learning:

Motivation in EFL language motivation: L2 Self [Video]. Youtube. https://www.youtube.com/watch?v=sLzLPMYEKQs

00:00:09 –> 00:00:43

Josh: Hi, guys. Thanks for joining us again. Today, it’s a great topic. It’s something which I did get to learn about working in the health and fitness industry, but it’s something I wish I knew a little bit more about before I started teaching, and that is, of course, the topic of motivation. Today, I’ve brought in my friend Theo, and we’re going to discuss the topic. Now, before we start, let me tell you a little bit about Theo. He has a master’s in applied linguistics, a graduate diploma in TESOL. He speaks Mandarin, and he is currently studying Korean. Is that correct?

00:00:43 –> 00:00:44

Theo: That’s right.

00:00:44 –> 00:00:46

Josh: Excellent. So thanks for joining us today.

00:00:47 –> 00:00:48

Theo: My pleasure. Thank you for having me, Josh.

00:00:49 –> 00:00:58

Josh: My pleasure. Let’s start easy, shall we? Let’s start with a really easy question. Now, guys, it sounds easy, but you’re about to find out. You ready, Theo? Here it comes.

00:00:58 –> 00:00:58

Theo: Sure.

00:00:59 –> 00:01:00

Josh: What is motivation?

00:01:01 –> 00:01:20

Theo: Basically, motivation is that which gives behavior strength, purpose, and sustainability. It’s hard to give a single definition for motivation simply because it can be approached from so many different angles. However, what all researchers can agree on is that it is very important for language learning.

“Correct, motivation is multifacted and dynamic. It is impacted by factors both related and unrelated to the classroom and educational environment.”

00:01:20 –> 00:01:51

Josh: Okay. Yeah. That sounds fair enough. A couple of things there. First, you said that it’s very hard to define. There are many definitions, and guys, if you’re looking at the screen right now, I’ve put a few up there for you. So, I think that’s quite interesting.

Motivation Definitions

“Motivation refers to the choices people make as to what experiences or goals they will approach or avoid and the degree of effort they will exert in this respect (Keller, 1983, p. 389).

The Longman Dictionary of Language Teaching and Applied Linguistics defines motivation as “the factors that determine a person’s desire to do something…” (Richards et al., 1992, p. 238).

“Motivation may be construed as a state of cognitive and emotional arousal, which leads to conscious decision to act, and which gives rise to a period of sustained intellectual and/or physical effort in order to attain a previously set goal (or goals)” (Williams & Burden, 1997, p. 120).

Why is Motivation so important?

“Motivation is generally considered to be one of the primary causes of success and failure in second language learning” (Richards & Schmidt, 2002, p. 344).

Helping our students remain motivated is as important as teaching vocabulary and grammar. This is because highly motivated students often reach higher levels of fluency than less motivated students.

Secondly, you said that all researchers agree that motivation is really important for learning a second language, which again, we both totally agree on that, as would most people. But why is it so?

00:01:52 –> 00:02:32

Theo: Well, I think as anyone who’s seriously tried to tackle learning a language can tell you, it’s a long and often tedious process that can take years or even a lifetime. In my own experience of learning Chinese, even after 20 years, there are still things I struggle with. So I think if there isn’t sufficient motivation, then even having a great teacher or an aptitude for languages, these things aren’t likely to lead to a high level of success. On the other hand, being highly motivated can compensate for less than ideal language learning conditions. And research has shown that motivation is consistently a strong predictor of language learning success.

“Learning a language takes a considerable amount of time and commitment as such, teachers need to be aware of the dynamic nature of motivation. Yes, I believe son. Of course good teaching and good materials help, but having a highly motivated student has the advantage over a less motivated student.”

00:02:33 –> 00:03:06

Josh: Oh, look, I think everything you said there not only makes sense when we think about it, but it’s really important for teachers to know because I worked in the health and fitness industry, and I learned a lot about motivation, but I didn’t really know how to apply it or anything like that in the classroom, so just thinking of what you said there, I think if the teacher’s listening or watching this video, keep these ideas in mind. And we’re going to just move on now and discuss some of the ways motivation can be approached. Theo?

“Go! Go! Go! Motivation is more than just being a cheerleader or drill sergeant.”

Three Stages of Motivation

Preactional stage – the stage where motivation and desire has to be generated.

Actional stage (executive motivation) – the state where concrete steps have been taken to achieve a goal and action has been commenced. During this stage motivation has to be maintained and protected.

Postactional stage – this stage requires the learner to reflect upon the steps they have taken thus far. This type of retrospection should be used to help guide and determine what steps will be taken by the students in the future. This self-assessment stage empowers students to find strategies that work for them – thus making (encouraging is a better word) more independent and in control (Dornyei & Otto, 1998; Dornyei, 2005).

11:20 to 11:35 Short Break

Summary: We studied and discussed the layers of identity and culture, the multiple dimensions of diversity and culture, and your own identity. You also learned more about your classmates and me. We reflected on the dimensions of our identity and culture.

Features of Culture Statements:

• No one is exactly like me.
• I have many things in common with the members of my family and community.
• Every person in the world needs some of the same things I need.

Features of Culture Questions:

• Celebrations: What kinds of celebrations are important in your family? In your country?
• Greetings: How do you generally greet people you don’t know?
• Beliefs about hospitality: How do you show hospitality in your community? In your school? In your home?
• The role of family: Is there a particular age at which you celebrate an important event in your life with your family or community?
• Attitudes about personal space and privacy: How important do you feel it is to have your own space and privacy?

Framework and Standards:
Everyone has a culture(s). It shapes how we see ourselves, others, and the world.

Essential questions:

• How does culture shape the way we see ourselves, others, and the world?
• How does my culture shape me?
• Why is it important to understand culture?

Lesson adapted from Peace Corps: Features of Culture

Class 02 Homework on Your Identity and Culture: Please take 3-4 pages of notes on two readings or viewings from the offerings below, using keywords and summaries as much as possible. Whenever you can, especially when using “direct quotations,” note the page and paragraph number to help you know where you got the information. These actions will also help you avoid plagiarism.

Please edit the information in each reading or viewing according to the example below as accurately as possible. I can help edit. Here is the list of all the readings and viewings for Cycle 1. Feel free to find your own identity as well, but please share the source URL so I can share it with the class.

This homework is due Tuesday at 1 p.m. before Class 03. Take notes and insert the photos you take in your Google Doc.

Sample of Note-Taking Related to Identity 1

Sample of Note-Taking Related to Identity 2

Homework References:

Me (Self)

Adkins, A. (2015, August 12). Who am I? A philosophical inquiry [Video]. TED Ed.

Ferrera, A. (2021, July 10). Your identity is your superpower [Video]. TED.

Health Assured Team. (2022, May 20). Building a healthy self-identity. Wisdom Wellbeing. https://www.healthassured.org/blog/building-a-healthy-self-identity

Palandurkar, J. (2020, October 6). Importance of self-identity and its benefits. Medium. https://medium.com/@jpalandurkar2001/importance-of-self-identity-and-its-benefits-1633763926c3

Psychology Today Staff. (2025). Identity. https://www.psychologytoday.com/us/basics/identity

Reilly, E. (2024, December 5). Performing Identity: Exploring self-expression in Japan. Medium. https://medium.com/texas-immersive/performing-identity-exploring-self-expression-in-japan-b93edf92f525

Wallace, K. (2021, May 18). You are a network: You cannot be reduced to a body, a mind, or a particular social role. An emerging theory of selfhood gets this complexity. AEON. https://aeon.co/essays/the-self-is-not-singular-but-a-fluid-network-of-identities

Both

Ahluwalia, J. (2020, August 14). Both not half: How language shapes identity [Video]. TEDxChandigarh.

Japan Documented. (2024, December 26). A Japanese-American’s perspective on culture gaps, identity and beauty standards [Video]. Japan Documented.

Matsumoto, T. (2021, November 25). New film “whole looks at daily struggles of mixed-race Japanese. Nippon.com. https://www.nippon.com/en/japan-topics/c030148/

Thompson-Hernadez, W. (2019, February 20). Chicano subculture in Japan [Video]. Youtube. The New York Times. https://www.youtube.com/watch?v=r8bMLcCxxAA&t=6s

All

Lyon. M. (2016, May 16). Is your identity given or created [Video]? TedXExeterU.

Nimenya, S. (2016, December 24). We are not all that different: Race and culture identity [Video]. TEDxSnolsleLibraries. https://www.youtube.com/watch?v=8QuAok_Xiyg

Sechrest-Ehrhardt, L. (2023, August, 25). Social identity and social interaction [Video]. TedxGeorgeMasonU. https://www.youtube.com/watch?v=29C3ts4YxAA

Wallace, K. (2021, May 18). You are a network: You cannot be reduced to a body, a mind, or a particular social role. An emerging theory of selfhood gets this complexity. AEON. https://aeon.co/essays/the-self-is-not-singular-but-a-fluid-network-of-identities

Note: These are the readings and viewings to use for your homework for this course. You can use others related to identity, but please email me the URL and include it in this document, so I can format it and share it with other students, as they might want to read it.

Summary of Class 02: You shared your research notes with different groups and pairs by discussing the basic information about the issue of your choice. We also explored methods to transition the research from basic information to specific cases or causes related to your issue.

Finding Research: Successful Presentation or Paper

Instructions for APA

A Very Quick Guide to APA 7th

APA 7th Edition Quick Guide

Free Database Engines off-campus to collect research for your APA research:

Zenbird Media: Topics & Issues: Do you often think about researching issues related to your local community, or Japan in general, but find the data in the Japanese language? Then, Zenbird Media is for you!

Carrot 2: Carrot helps you find topics related to your search term. After entering the term and clicking ‘search,’ you can view the results as a list, treemap, or pie chart to visualize your issue and narrow your search at the same time.

Directory of Open Access Journals (DOAJ): DOAJ is a community-designed and maintained online journal directory that provides you with access to robust, open-access, peer-reviewed journals. This search engine is independent and free, including DOAJ indexing. Use this engine for topical issues and authors, and you may find research that supports your academic essay. DOAJ is an educational outreach search engine that focuses on high-quality applications and submissions.

Google Scholar: Google Scholar helps you do broad or narrow searches for articles. It also enables you to cite your “references” in APA!

CORE Research Engine UK: This research search engine claims to be the world’s largest open-access research database, providing free access to informative, easy-to-understand information.

Learning About Global Issues–Specifically in relation to Chuo University Faculty of Law English courses. The team hopes that this website is helpful to students and others in Japan (and in other countries) in developing their knowledge and critical understanding of global issues.

Whenever possible, especially when you use a direct quotation, also record the page number and paragraph number. This will help you locate the original information later and avoid plagiarism.

Homework is due on Tuesday at 1 pm before class 03. Please upload the pictures of your notes in your Shared Google file under the section Cycle 3 sharing research notes 2: Causes.”

Please research the SAME research issue using 2 Internet, book, newspaper, or journal articles about a topic you are passionate about discussing. The theme should focus on the Causes of your issues. Then take three to four pages of notes for each reading or viewing, using the keywords on the pages. Remember to include the author’s name(s), date, and page or paragraph numbers in your notes when using direct quotations. Also, including the URL is convenient for searching later in the Google Doc. These actions will help you avoid copying and pasting when note-taking and summarizing in your own words, or using quotation marks to highlight the authors’ exciting thoughts, data, and vocabulary.