Abstract
There are students who are motivated to learn while others who are not
in any language classrooms. Students in this study include not only
motivated and unmotivated but also a Reasonable Adjustment (RA) student
who have various issues. The aim of this study is to examine if the
undergraduate students who learn language at a British university were
motivated by three factors which are considered as the fundamental to
motivation in psychology studies. The participants were 19 students who
learn Japanese language in the Institution Wide Language Program (IWLP)
a university of South of England. The participants studied in the
experimental classes for one semester during the spring term of 2019.
Then, students were asked to fill in a questionnaire at the end of the
term, which became the data for this study. The questionnaires were
analysed based on the three factors using qualitative analysis. The
results showed that the majority of students agreed that they
experienced three factors, which indicated facilitating students’
motivation. It was concluded that it is possible to manipulate the
learning environment and make the majority of students motivated and
facilitate language learning, but the RA student experienced only two of
the three factors and was unable to feel motivated.