Survey Research on Learners' Motivation-Regulation Strategies in University Japanese General Education Courses

Motivation regulation is key to countering declines in foreign-language learning. Using Wolters's (2003) framework, this survey of 184 university Japanese learners shows: overall regulation is relatively high; “volitional control” is used most and “communication with others” least. Females report greater use of “volitional control” and “performance-goal activation”; first-year students more often use “task-value enhancement” and “peer comparison”; and higher Gaokao scorers use nearly all strategies more—especially “self-efficacy” and “interest” enhancement—supporting targeted interventions to sustain motivation.