Changed Minds and L2 Motivation
Reflections of Japanese EFL Students Living, Laboring and Learning in Vietnam
Bibliographic Data
| ID | 19234056 |
|---|---|
| Authors | Mark R Freiermuth (0000-0002-2463-2550, Faculty of Business, Design and the Arts Swinburne University of Technology‐Sarawak Kuching Malaysia, corresponding author), Satomi Kanaya (Faculty of Educational Studies Universiti Putra Malaysia Serdang Malaysia) |
| Year | 2026 |
| Publication date | 2026-05-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0802-6106 • E-ISSN: 1473-4192 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ijal.70222 |
| OpenAlex | W7160649343 |
| Language | EN |
| References cited | 40 |
English as a lingua franca (ELF) is increasingly used for communication in many EFL contexts, including Vietnam. Although Japan and Vietnam have a long history of economic cooperation, for practical reasons, English typically functions as the medium of communication between the two groups. This study examines Japanese expats who had studied or were studying English while living in Vietnam. Using the reflective assessment protocol (RAP), we compare adult Japanese learners’ English learning experiences in Vietnam with their earlier experiences studying English in high school or university in Japan. Quantitative data from an online questionnaire revealed a statistically significant increase in learners’ motivation to study English while studying in Vietnam, with effect size estimates indicating a strong overall effect. Qualitative responses further indicated that this motivational shift was driven by the need to use English in daily and professional life, as well as by changes in how learners mentally positioned themselves in relation to the language. From the perspective of L2 motivational self‐theory, participants’ responses indirectly suggest a shift from external motivational cues toward more internally oriented and self‐driven engagement with English, indicating not only perceived gains in functional L2 use but also a reorientation in how learners view themselves as English language learners and users. These findings suggest that sustained engagement in English‐mediated social contexts can prompt interconnected changes in motivation, self‐concept and L2 identity among adult learners
English as a lingua franca · English as a second language · English language · Lingua franca · Perception · Qualitative research · Second language · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching
Identity and Language Learning
Teaching and Researching Motivation
Motivation, Language Identity and the L2 Self
The Psychology of the Language Learner Revisited
The L2 Motivational Self System
Ethnicity, Contact and Communicative Competence in a Second Language11The author is grateful to Dr. R. C. Gardner for his comments on a draft of this paper.
Intrinsic Motivation and Self-Determination in Human Behavior
Embarrassment in English language classrooms
Researching English as a Lingua Franca in Asia
English as an international language in Viet Nam
Self-assessment is about more than self
Teacher, I Don't Know How to Describe ‘Tom Yum Kung’ in English, but I Know ‘Hamburger’ and ‘Pizza’
L2 motivation and self regulated learning
Bridging the gap between ELF and L2 learners’ use of communication strategies
Classroom and Individual Differences in Early Adolescents' Motivation and Self-Regulated Learning
Language learning motivation through a small lens
Motivational variables in second-language acquisition
Using thematic analysis in psychology
Pragmatic strategies in English as an academic lingua franca
Towards a Situated Approach to Ethnolinguistic Identity
Aptitude, Attitude and Motivation in Second Language Proficiency
English as a lingua franca
| Citation velocity | historical |
|---|---|
| Highly cited | No |