L2 English and L3 Japanese motivation, international posture, and success of students in an English-medium instruction (EMI) program at a Japanese University

Figures & data

Table 1. Interview participants.

Name	Gender	Grade	Nationality	L1	IELTS	CEFR	Japanese proficiency	GPA
Nathan	Male	1	Peru	Spanish	6.5	B2	Intermediate	4.17
Paul	Male	1	Myanmar	Burmese	7.0	C1	Elementary	4.00
Cho	Male	2	Korea	Korean	6.5	B2	Elementary	4.38
William	Male	2	China	Chinese	6.5	B2	Intermediate	4.50
Ashley	Female	3	Indonesia	Indonesian	6.0	B2	Intermediate	4.12
Lindsey	Female	4	China	Chinese	7.5	C1	Intermediate	4.07
Danna	Female	4	Vietnam	Vietnamese	7.5	C1	Intermediate	4.22
Howard	Male	4	Indonesia	Indonesian	6.5	B2	Intermediate	4.49

Note. The full-point GPA is 5.

Table 2. Descriptive statistics of each variable.

Variables		Mean (SD)
English	Intended effort to learn L2	4.00 (.81)
	Attitude to learning L2	4.22 (.92)
	Ideal L2 self	5.19 (.74)
	Ought-to L2 self	4.16 (1.11)
Japanese	Intended effort to learn L3	4.06 (.90)
	Attitude to learning L3	4.14 (.94)
	Ideal L3 self	4.09 (1.14)
	Ought-to L3 self	3.50 (.99)
	IP	4.54 (.63)
Policy Studies	The intended effort to learn Policy Studies	3.98 (1.11)

Table 3. Descriptive statistics of GPA and IELTS.

	Mean	SD	Highest	Lowest	Skewness	Kurtosis
GPA	4.04	.51	4.75	2.33	−1.5	2.4
IELTS	6.93	.67	8.50	5.50	.26	.14

Table 4. Pearson correlation coefficient among the motivation variables.

	Attitude toward learning L2	Ideal L2 self	Ought-to L2 self	Intended effort to learn L3	Attitude toward learning L3	Ideal L3 self	Ought-to L3 Self	IP	Intended effort to learn Policy Studies
Intended effort to learn L2	.50***	.16	.46***	.28*	.10	−.04	.30*	.19	.52***
Attitude toward learning English		.54***	.32***	.23	.22	.08	.31*	.44***	.60***
Ideal L2 self			.14	.06	−.04	.00	−.07	.62***	.42***
Ought-to L2 self				−.02	−.04	−.05	.41***	.17	.17
Intended effort to learn L3					.69***	.58***	.33***	.08	.10
Attitude toward learning L3						.69***	.43***	.04	−.01
Ideal L3 self							.57***	−.09	−.23
Ought-to L3 self								.00	.12
IP									. 52***

***p < .001, **p < .01, *p < .05.

Table 5. Pearson correlation coefficient between GPA and the motivation variable.

	Intended effort to learn L2	Attitude toward learning L2	Ideal L2 self	Ought-to L2 self	Intended effort to learn L3	Attitude toward learning L3	Ideal L3 self	Ought-to L3 Self	IP	Intended effort to learn Policy Studies
GPA	.14	.32***	.49***	.02	.06	.17	.02	.06	.41***	.44***

***p < .001, **p < .01, *p < .05

Table 6. Multiple regression analysis with GPA as dependent variable and L2 motivation, L3 motivation, Policy Studies motivation, and IELTS scores as independent variables.

	B	SEB	Β
Ideal L2 self	.27	.08	.39**
Intended effort to learn Policy Studies	.21	.06	.27*
Intercept	2.15	.40

R² = 0.31, F [2, 56] = 12.55, ***p < .001, **p < .01, *p < .05, η² = .31, VIF = 1.19

Data availability statement

The data that support the findings of this study are available in Mendeley Data at doi:10.17632/5bt5rkk9wn.1.