Motivation is an extensively studied construct and it is not an understatement to claim that it is one of the most important factors for successful language learning outcomes. Earlier studies on motivation were often presented in terms of dichotomies such as integral vs instrumental or intrinsic vs extrinsic motivation. Recent studies, however, have expanded in scope to look at this construct from many viewpoints. One such trend of particular importance to language teachers is that of motivation from teachers’ perspectives. This explores how teachers theorize motivation, how they observe student motivation in classroom settings, and how they try to (or not) enhance learner motivation.

The speakers first introduced research that they had carried out on this topic. These studies adopted auto-ethnography and narrative as research frameworks so that motivation could be examined in a personally, emotionally and situationally sensitive manner.  They touched on such issues as identity and self-theories which are increasingly being discussed in recent studies on motivation. They then asked the audience to reflect on how they theorize and try (or not) to change learner motivation.

Keiko Sakui is an Associate Professor at Kobe Shoin Women’s University. She has been a language teacher for over 25 years and has taught Japanese and English in Japan, New Zealand and the United States. Her research interests include teacher beliefs and practices and learner motivation. In addition to these topics, her recent publications are on e-learning practices in different cultural contexts and female management in educational contexts from a feminist perspective.

Neil Cowie is an English teacher in the Language Education Centre of Okayama University, Japan. His research interests include student motivation and resistance, examining the links between learning and student emotions, and exploring how to use e-learning in the language classroom.

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