To support students' motivation to learn a foreign language, teachers should understand the reasons why their students wish to learn the language and incorporate this information in their teaching practice. The survey of 128 Canadian learners of Japanese focused on three questions: What are students' orientations for wanting to learn Japanese, and how are these orientations interrelated? Do orientations differently predict learning engagement and academic outcomes on the one hand, and language community engagement, on the other? What aspects of teachers' support best facilitate students' self-determination and intercultural integrativeness? The results showed that self-determined orientations were the best predictors of learning engagement and academic outcomes, but cultural knowledge development and intercultural interaction best predicted Japanese community engagement. Students who perceived their teacher as supporting competence and relatedness also reported greater self-determination. These results underscore the motivational significance of self-related and integrative orientations for learning a foreign language, even in settings where there is little opportunity for interaction with members of the target language community. These findings emphasize that foreign language teachers can foster students' motivation by supporting their sense of competence, relatedness and cultural understanding, although these supports may differ in their importance depending on the students' level of self-determination. (C) 2014 Elsevier Ltd. All rights reserved.

In this article, the authors present an empirical study on motivational strategies in English as a foreign language classes at the lower secondary school level. Teachers' actual use of 15 motivational strategies was described on the basis of self-reported frequency data over a two-month period. Furthermore, the relationships between the frequency of these 15 motivational strategies and the strength of students' motivation were investigated. The overall results showed that (1) teachers used these motivational strategies in a variety of ways
(2) there were only a few motivational strategies which showed a significant correlation with students' motivation. In addition, the authors found that (3) the effectiveness of some motivational strategies varied according to students' English proficiency level. Implications of these findings are discussed at the end of the article. © 2010 Taylor &amp
Francis.

The purpose of the present study is to provide implications on how teachers can make students be more motivated in EFL learning outside the classroom. For this purpose, the present study focuses on; 1) the construct of motivational influences on English learning outside the classroom perceived by 1,141 Japanese secondary school students of EFL; 2) the relationship between these influences and students' English proficiency levels; and 3) teachers' perception of these motivational influences. A questionnaire was administered to obtain the factors for motivational influences which affected the students' motivation for English learning outside the classroom. Through the factor analysis, six factors were found. The results of correlation and MANOVA analyses showed that each factor was found to be more or less related to students' English proficiency levels. These findings were then compared with EFL teachers' perception obtained through interviews. The comparisons suggested that there existed some discrepancies between the empirical realities and the teachers' perception. Implications of these findings are then discussed.

This paper presents the results of an empirical study examining the encouragements used by teachers in EFL classes. To find out the actual use of encouragements, the authors first adopted the following two steps : 1) classroom video-observations of verbal encouragements by teachers in schools ranging from elementary to university level ; and 2) a questionnaire survey to obtain students' attitudes and preferences toward encouragements. The frequency data shows that elementary school teachers tend to give more encouragements than those at other schools. Also, high school teachers are liable to provide fewer encouragements. Apart from teachers in junior high, teachers in senior high school and university directed more encouragements at individuals than at the whole class. In addition, huge differences between teachers' use and students' preferences of encouragements are found.