Demotivation in Japanese Language Learning: Student Perspectives from an Indonesian University

Abstract

Demotivation can undermine students’ sustained engagement in university-level Japanese language learning. This study examines students’ perceptions of demotivating factors, the learning behaviours associated with declining motivation, and their suggestions for instructional support. A descriptive qualitative approach was employed, supported by descriptive summaries of closed-ended questionnaire responses. Data were collected through an online questionnaire containing closed-and open-ended questions from 74 Japanese Language Education students at Muhammadiyah University of Yogyakarta, Indonesia, across the 2022-2024 entry cohorts. Open-ended responses were grouped into themes, while closed-ended responses were summarised using frequencies and percentages. The findings identified perceived learning difficulties and low self-confidence as internal factors, alongside teaching methods and the learning environments as external factors associated with demotivation. Among respondents, 78,4% reported feeling behind classmates with prior Japanese learning experience, and 58,1% reported low self-confidence. Students also described monotonous instruction, rapid explanations, and limited opportunities for interaction and language practice. Reported behaviours associated with declining motivation included procrastination, incomplete assignments, reduced class attendance, and thoughts of leaving the program. Students called for more varied and interactive activities, clearer explanations delivered at a manageable pace, and a supportive classroom atmosphere. These findings suggest that responses the demotivation should address both perceived learning difficulties and instructional conditions, while recognising that the questionnaire data do not establish causal relationships.