A Pedagogical Attempt to Promote Japanese College EFL Learners’ Self-Growth

Abstract

Drawing on Ushioda’s (2009) L2 motivation theory “a person-in-context relational view (PCRV)”, this study provides relevant ELT methodology utilizing a semester-long core English course for Japanese college EFL learners (N = 63), involving the underpinnings of spirituality (e.g., Baker, 2003). The language instruction aimed at the organic integration of identity, inner spirituality, and relevant L2 practice and self-expressive L2 use, all related to successful self-development of the EFL learners. The objectives were three-fold: to examine (1) the effects of the employed teaching methodology, (2) the emergence of relevant L2 learning methods, and (3) the enhancement of self- and identity-focused L2 use capabilities. These points were analyzed respectively with focus on the aspects of: (a) PCRV, (b) spirituality, and (c) target language acquisition (TLA) for an authentic self-expressiveness. Four self-focused stages and spirituality-laden tasks were administered, and relevant questionnaires were prepared. The research findings of t-tests for pre- and post- collected data (Weeks 1 and 15) yielded significant results for (1), (2), and (3) with respect to the three aspects. The participants’ open-ended statements (Week 15) reported perceptible self-growth and relevant L2 practice, including positive self-image as a person, followed by the role of English and new impressions of the English language.