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New Directions in Language Learning Psychology pp 159–183Cite as

Drawings Reveal the Beliefs of Japanese University Students

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Part of the book series: Second Language Learning and Teaching ((SLLT))

Abstract

Although Japanese students study English for 6 years in secondary schools, they demonstrate little success with it when they enter higher education. Learners’ beliefs can predict the future behaviour of students, so it may be effective to investigate how learners’ beliefs limit their success and how beliefs might be nudged in a positive direction. While many researchers still depend on a questionnaire called BALLI [by Horwitz (Learner strategies in language learning, 1987)] to reveal explicit beliefs, alternative approaches, especially those designed to reveal implicit beliefs, might be helpful for promoting learning. The present study seeks to identify beliefs with a discursive approach using visual metaphors as narratives. Employing a Jungian approach, this study investigates how students’ beliefs are revealed within drawings of themselves and their surrounding environments and artifacts while they are engaged in language learning. Participants were university students majoring in science and technology in Japan. The questionnaire was administered to 70 entering students in April, 2014. Data included students’ drawings of themselves as learners of English as well as written descriptions of students’ backgrounds, English-learning experiences and written descriptions of themselves as learners. It is our aim to examine how a Jungian approach analysis can function as an alternative method to investigate learners’ beliefs.

“Studying English is like putting a needle into my body.” (Male student).

“I study English because I like it, not because it is necessary in society. English happens to be needed, for example, for entrance exams. I study English not because it has advantages or is beneficial for getting a job but because I like it.” (Female student).

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Author information

Authors and Affiliations

  1. Shonan Institute of Technology, Fujisawa, Japan

    Sakae Suzuki

  2. Temple University Japan Campus, Tokyo, Japan

    Marshall R. Childs

Authors
  1. Sakae Suzuki
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  2. Marshall R. Childs
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Corresponding author

Correspondence to Sakae Suzuki .

Editor information

Editors and Affiliations

  1. Language and Linguistics, University of Essex, Colchester, United Kingdom

    Christina Gkonou

  2. Luftfahrt / Aviation, FH JOANNEUM University of Applied Sciences, Graz, Austria

    Dietmar Tatzl

  3. Institut für Anglistik, University of Graz, Graz, Austria

    Sarah Mercer

Appendix

Appendix

Questionnaire (April, 2014)

The results of this survey will be used only for research and no identifying information will be revealed.

  1. 1.

    Do you study at home?

If your answer is ‘Yes’, please write what you do.

If your answer is ‘No’, please write reasons why you do not do this.

  1. 2.

    Please write down your previous learning experiences at school and at a private school.

Elementary school

Junior high school

High school

  1. 3.

    Please write down your overseas experiences (places and length of stay).

Overseas experiences:

Foreign countries you want to go to and reasons for it:

  1. 4.

    Please write down the results of your English proficiency tests.

Example: October 2011 Eiken Step Test 2nd Grade Pass

  1. 5.

    Please fill in the blank below and explain why you wrote these words.

Studying English is like (　　　　　　　　　　　　　　　　　　　).

Reason:

  1. 6.

    What is (are) your goal(s) in studying English?

  1. 7.

    Please write down your self-introduction in English below.

  1. 8.

    Draw a picture entitled “Learning English”.

  1. 9.

    Write an explanation of the drawing in Japanese.

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Suzuki, S., Childs, M.R. (2016). Drawings Reveal the Beliefs of Japanese University Students. In: Gkonou, C., Tatzl, D., Mercer, S. (eds) New Directions in Language Learning Psychology. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-23491-5_10

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  • DOI: https://doi.org/10.1007/978-3-319-23491-5_10

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  • Online ISBN: 978-3-319-23491-5

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