Promoting positive feelings and motivation for language learning: the role of a confidence-building diary

ABSTRACT

In this study, Japanese university students learning English in Japan were asked to keep a confidence-building diary (CBD) for one week in order to understand the benefits of maintaining a positive outlook for learning. The researchers investigated what activities the participants engaged in and what emotions they felt as a result, how the activity influenced their motivation for learning English and also whether participants later continued to engage in confidence-building activities. Drawing on basic psychological needs theory, self-determination theory, research on effect in language learning, and positive psychology, the researchers conducted a qualitative analysis of the diaries of 39 participants. The researchers also conducted follow-up interviews approximately five months later with seven participants. Participation in the CBD activities resulted mainly in positive emotions, occasionally in combination with negative emotions, and supported basic psychological needs. All participants considered the activity to be worthwhile, and there was evidence that some participants continued to intentionally engage in activities that produced positive emotions as a result of the CBD activity. The researchers suggest that the CBD is an effective tool for promoting positive feelings and supporting students’ basic psychological needs which are necessary to thrive and maintain motivation for sustained learning.

KEYWORDS:

• Basic psychological needs theory
• self-determination theory
• motivation
• confidence
• positive psychology
• self-directed learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Scott J. Shelton-Strong

Scott J. Shelton-Strong is a Learning Advisor and Lecturer at Kanda University of International Studies, in Chiba, Japan. He holds an MA in TESOL (with distinction) (University of Nottingham, UK) and has been involved in English language teaching and learning for more than 25 years. His research interests include learner autonomy, advising in language learning, the psychology of language learning and self-access. He has published and presented work in a number of areas, including affect in language learning, learner autonomy, advising in language learning, and literature circles in ELT. As a member of the Research Institute for Learner Autonomy Education (RILAE) his current projects focus on the application of self-determination theory to advising in language learning and self-access learning environments.

Jo Mynard

Jo Mynard is a Professor in the English Department, Director of the Self-Access Learning Center, and Director of the Research Institute for Learner Autonomy Education at Kanda University of International Studies in Chiba, Japan. She holds an M.Phil in Applied Linguistics (Trinity College Dublin, Ireland) and an Ed.D. in TEFL (University of Exeter, UK). Her research interests include advising in language learning, the psychology of language learning, and learning beyond the classroom.