Improving Motivation in Japanese University EFL Classes: Strategies for At-Risk Repeater Students

Abstract

This study investigates the motivation and learning behaviors of 55 university students who failed the required English Communication course and subsequently enrolled in a repeater class. To identify effective motivational strategies, the study employs a sixteen-item qualitative questionnaire. The results indicated five key approaches: culturally responsive teaching, adapting instruction to learners’ interests, integrating technology such as language-learning applications, fostering a supportive classroom environment, and setting personalized, career-relevant goals to enhance self-efficacy. The implementation of these strategies has the potential to improve learning outcomes and reduce dropout rates.